ABSTRACT
This chapter examines the implications of teaching (with) dis/ability and madness in higher education. Mad and disabled subjects are often missing from inquiry and teaching relating to critical pedagogies. The chapter considers Mad-positive teaching as a political stance that opens ethico-onto-epistem-ological possibilities (Barad, 2007), and shows how to enact a scholarly-informed Mad Studies pedagogy through teaching and course design. The fields of Critical Disability Studies (CDS) and Mad Studies are shown to offer educational insights that may (re)shape academic curriculum and pedagogy. The chapter surveys pedagogical approaches to accessible teaching and course design, and outlines the need to increasingly draw directly on Mad and disabled student knowledges in this regard. Finally, recommendations are offered for faculty development in relation to inclusive teaching, disability and Mad-positive curriculum, Universal Design for Learning (UDL), and accessible course design. The chapter focuses on the field of Mad Studies to examine how mental health is often understood, studied, and mis/represented in educational realms.
