Papers by Fady Shanouda
Disability & Society, 2014
An Education and negotiation of differences: the "schooling" experiences of Englishspeaking Canad... more An Education and negotiation of differences: the "schooling" experiences of Englishspeaking Canadian children growing up with polio during the 1940s and 1950s
Unlearning through Mad Studies: Disruptive pedagogical praxis
Curriculum Inquiry
Medical discourse currently dominates as the defining framework for madness in educational praxis... more Medical discourse currently dominates as the defining framework for madness in educational praxis. Consequently, ideas rooted in a mental health/illness binary abound in higher learning, as both curriculum content and through institutional procedures that reinforce structures of normalcy. While madness, then, is included in university spaces, this inclusion proceeds in ways that continue to pathologize madness and disenfranchise mad people. This paper offers Mad Studies as an alternative entry point for engaging with madness in higher education, arguing that centring madness in pedagogical praxis has the potential to interrupt hegemonic ways of knowing, being, and learning. We illustrate how this disruption is facilitated by examining particular aspects of pedagogical praxis mobilized in Mad Studies, including building curriculum alongside mad community, centring madness in course design and student assessment, and the practice of mad positivity. Ultimately, this approach provides a metacurriculum of unlearning, challenging students to consider how their engagement with madness in the classroom, and beyond, has the potential to disrupt sanist systems of oppression and the normalcy they reconstitute.
Who counts and who is counted? Conversations around voting, access, and divisions in the disability community
Disability & Society
Online voting platforms have been introduced in some locations as the solution to the many barrie... more Online voting platforms have been introduced in some locations as the solution to the many barriers to political participation that disabled people continue to face. Reading the experiences of disabled student voters on university campuses alongside broader trends in electoral reform taking place in jurisdictions across Canada allows us to attend to the dangerous ways in which conversations around access have been limited through virtual solutions that encourage the physical absence of disabled voters. This article situates these absences alongside other categories of exclusion – including groups who are formally disenfranchised – and recalls many unstated values that are active in shaping citizenship cultures. Probing online voting through a critical disability angle, we present a critique of techno-fixes that builds upon broader notions of accessibility and inclusion.
A culture of silence: modes of objectification and the silencing of disabled bodies
Http Dx Doi Org 10 1080 09687599 2015 1019042, Apr 1, 2015
ABSTRACT
Cultivating Disability Leadership: Implementing a Methodology of Access to Transform Community-based Learning
Canadian Journal of Disability Studies, 2020
In this paper, we describe a methodology of access developed and applied during a three-year proj... more In this paper, we describe a methodology of access developed and applied during a three-year project in the Niagara region focused on cultivating the next generation of disability leaders. We describe the theoretical approach to the project and highlight the significance of doing this work in Niagara. A literature review of adult, transformative, and community-based learning scholarship revealed that little research or writing has focused on describing a thorough approach to access in transformative projects in community-based settings. Writing with two participants from the study, we elaborate on the five dimensions of our approach: 1) funding; 2) local and focused; 3) intimate, relational, and interdependent; 4) curating access, and 5) welcoming disruption. We also describe the tensions in taking on this work. We conclude with an invitation to scholars, community groups, and organizations to consider integrating our methodology in their next research project.
Neoliberal methods of disqualification: a critical examination of disability-related education funding in Canada
Journal of Education Policy, 2020
Funding for post-secondary students with disabilities in Canada is an under-studied yet pressing ... more Funding for post-secondary students with disabilities in Canada is an under-studied yet pressing policy issue that affects up to 15% of students currently enrolled in post-secondary institutions across the country reflecting, at the same time, trends in educational accommodations occurring on a global scale. This article presents new data and combines these findings with a qualitative policy review to expose how funding levels in Canada have remained static over a 20-year period as a result of changes to key funding programs. We show how access to these insufficient funding programs is based on application processes that are shaped by the careful management of knowledge and information, underpinned by a desire to keep spending low. We then analyze the implications of these funding practices for disabled students and situate their effects within the neoliberal cultural project that eschews transparency while increasing individualization and self-responsibilization – encouraging disabled students to embody market rationalities as a way of maintaining their presence in academia.
Unlearning through Mad Studies: Disruptive pedagogical praxis
Curriculum Inquiry , 2019
Medical discourse currently dominates as the defining framework for madness in educational praxis... more Medical discourse currently dominates as the defining framework for madness in educational praxis. Consequently, ideas rooted in a mental health/illness binary abound in higher learning, as both curriculum content and through institutional procedures that reinforce structures of normalcy. While madness, then, is included in university spaces, this inclusion proceeds in ways that continue to pathologize madness and disenfranchise mad people. This paper offers Mad Studies as an alternative entry point for engaging with madness in higher education, arguing that centring madness in pedagogical praxis has the potential to interrupt hegemonic ways of knowing, being, and learning. We illustrate how this disruption is facilitated by examining particular aspects of pedagogical praxis mobilized in Mad Studies, including building curriculum alongside mad community, centring madness in course design and student assessment, and the practice of mad positivity. Ultimately, this approach provides a metacurriculum of unlearning, challenging students to consider how their engagement with madness in the classroom, and beyond, has the potential to disrupt sanist systems of oppression and the normalcy they reconstitute.
Review of Disability Studies: An International Journal, 2019
We recast a toy figure as a cultural agent of various interlocking and hegemonic discourses, and ... more We recast a toy figure as a cultural agent of various interlocking and hegemonic discourses, and in particular, explore how normative discourses are reflected in material objects. We suggest that the Toy Gymnast represents and reinforces these discourses and therefore influences how children learn that normative bodies are desirable.
Disability and Society , 2019
Online voting platforms have been introduced in some locations as the solution to the many barrie... more Online voting platforms have been introduced in some locations as the solution to the many barriers to political participation that disabled people continue to face. Reading the experiences of disabled student voters on university campuses alongside broader trends in electoral reform taking place in jurisdictions across Canada allows us to attend to the dangerous ways in which conversations around access have been limited through virtual solutions that encourage the physical absence of disabled voters. This article situates these absences alongside other categories of exclusion – including groups who are formally disenfranchised – and recalls many unstated values that are active in shaping citizenship cultures. Probing online voting through a critical disability angle, we present a critique of techno-fixes that builds upon broader notions of accessibility and inclusion.
Disability and Society, 2015
Throughout history different practices have attempted to silence the experi- ences of disabled pe... more Throughout history different practices have attempted to silence the experi- ences of disabled people. In this paper we explore some of these practices including the medical, familial, and self-subjugating practices English-speaking Canadian polio survivors experienced throughout their lives. We analyze par- ticipant’s experiences of silence and silencing through a Foucauldian lens, drawing on the three modes of objectification to explain the institutional and cultural discourses around polio subjects that acted upon and through the polio body to silence it. Participants’ oral history accounts demonstrate how socio- cultural and medical practices effectively silenced survivors from speaking about their polio experiences. However, the trope of silence is also uprooted within oral history traditions. We will demonstrate how participants broke their silence and shifted their perspectives on polio and disability, and how this process contributed to their resistance of hegemonic conceptualizations of disability as defective.
Disability and Society , 2013
In this paper we present oral narratives focusing on schooling experiences of Canadians who lived... more In this paper we present oral narratives focusing on schooling experiences of Canadians who lived with polio as children between 1940 and 1959. We argue that disabled students with polio received an education about the differences ascribed to them by individuals in authority (teachers, principals), by other young people, and through the dominant negative discourses of polio and normalizing, ableist practices of schooling. Using narrative accounts from participants’ interviews, we analyze their school experiences of difference: inaccessible physical and temporal spaces, bullying at school, exclusion from classes, and negotiating youth culture related to shoes, clothes and friendships. However, participants were not passive and they discussed how, along with families, they negotiated and occasionally defied normalizing processes. This research gives voice to a generation of disabled English-speaking Canadians, whose stories about school have not been heard before.
Book Chapters by Fady Shanouda
Breaking the rules: Summer camping experiences and the lives of Ontario children growing up with polio in the 1940s and 1950s
The Routledge History of Disability, 2017
The Violent Consequences of Disclosure … and How Disabled and Mad Students Are Pushing Back
Disability and the University: A Disabled Students' Manifesto, 2019
Toolkits, Reports, and Guides by Fady Shanouda
OCAD University , 2020
This toolkit was developed to support the Hybrid and Online Learning
Framework and the Guidelines... more This toolkit was developed to support the Hybrid and Online Learning
Framework and the Guidelines for Hybrid and Online Course
Delivery at OCAD University. There are nine resources to support faculty with their online course delivery.
Centre for Teaching Support and Innovation, 2018
In this guide, seven instructors from the University of
Toronto share their original and innovati... more In this guide, seven instructors from the University of
Toronto share their original and innovative pedagogical
approaches to curriculum design that welcomes students
with disabilities and mental health into their classrooms.
These innovative approaches are designed to work within
the parameters set up by the university (ie: evaluation,
duration of semester, the process of disability disclosure
and referral, etc.), and provide concrete ideas that
effectively address issues of access and mental health.
Drafts by Fady Shanouda
This paper explores the theoretical connections between Fat and Mad Studies and demonstrates the ... more This paper explores the theoretical connections between Fat and Mad Studies and demonstrates the past and current ways fat and mad bodies have been co-constituted as out of, under, and beyond control.
This paper seeks to contribute to the pedagogy of current and future health care providers by des... more This paper seeks to contribute to the pedagogy of current and future health care providers by describing the anti-fat bias embedded in medical equipment, and the importance of practitioners to develop fat-specific healthcare knowledge for their patients. I discuss my personal experiences accessing healthcare as a fat person, and chronicle my attempt in finding an accessible MRI machine in the province of Ontario. In the process, I become an accidental-expert on MRI machines and trace their shape and function, along with so many other inaccessible medical equipment to the invention of the average man. I consider the influence of eugenics on design and argue that we have to reimagine the users of medical spaces.
Uploads
Papers by Fady Shanouda
Book Chapters by Fady Shanouda
Toolkits, Reports, and Guides by Fady Shanouda
Framework and the Guidelines for Hybrid and Online Course
Delivery at OCAD University. There are nine resources to support faculty with their online course delivery.
Toronto share their original and innovative pedagogical
approaches to curriculum design that welcomes students
with disabilities and mental health into their classrooms.
These innovative approaches are designed to work within
the parameters set up by the university (ie: evaluation,
duration of semester, the process of disability disclosure
and referral, etc.), and provide concrete ideas that
effectively address issues of access and mental health.
Drafts by Fady Shanouda