ABSTRACT
When confronted with ableism, sanism, eugenics, and white supremacy a common response is to acknowledge how oblivious some people, professions, disciplines and forms of knowledge are, and this then becomes a distancing from complicity. This is frequently presented as individualized privilege, bias and stigma, sometimes implicit or unconscious rather than systemic and structural infrastructure established to perpetuate ongoing forms of transnational denial and colonial violence. These ideas continue to supplant the perspectives of those who do not experience racism as invisible, who do not see reactions of anger to naming racism as fragility but active manifestations of projects of complicit erasure, denial and violence. This chapter aims to highlight how Mad Studies, critical disability studies, critical race theory and perspectives on colonialism via intergenerational knowing, can and do contribute to pedagogical practices that undermine a focus on obliviousness that renders the Other into oblivion by challenging the historiographies of invisibility/innocence as ongoing projects of white supremacy. This pedagogical practice also provides a way of exemplifying how Mad Studies, critical disability studies, critical race theory and postcolonial, decolonization studies can be applied in practice, in teaching for transformative ends.
