Papers by Michael J Miller
PhD Thesis, 2020
This is the abstract to my PhD thesis from the University of Sheffield, UK in the School of Educa... more This is the abstract to my PhD thesis from the University of Sheffield, UK in the School of Education.
Examined by Dr. Ansgar Allen & Professor Stefano Harney
Primary supervisor: Professor Dan Goodley
Secondary supervisors: Dr. Darren Webb & Dr. China Mills
Feminism & Psychology, 2020
Guided by Denise Ferreira da Silva’s contributions to decolonization through a black feminist poe... more Guided by Denise Ferreira da Silva’s contributions to decolonization through a black feminist poethical mode of intervention, this article overall offers the provocation: Is decolonization possible in this world as we know it? Having been provoked by this question and its implications ourselves, we deem this provocation both necessary and an important contribution to the topic of this special issue. Within this provocation we briefly consider decolonization of the psy-disciplines, decolonization of the psy-curriculum, and decolonization as the end of the world as we know it, particularly through a praxivist imaginary. With this, we furthermore consider the radical potentials of abolition pedagogies that guide us to state that mental health, or the psyche, or the professions that take the psyche as their object of study, cannot be decolonized in the context of the world as we know it.
REVIEW ESSAY
Detailing radical attempts & imagining impossible agendas
Out of the ruins: the em... more REVIEW ESSAY
Detailing radical attempts & imagining impossible agendas
Out of the ruins: the emergence of radical informal learning spaces, edited by Robert H. Hayworth and John M. Elmore, Oakland, PM Press, 288 pp., £21.99 (paperback), ISBN 978-1-62963-239-1
To cite this article: Michael James Miller (2018): Detailing radical attempts & imagining impossible agendas, Pedagogy, Culture & Society, DOI: 10.1080/14681366.2018.1457876
To link to this article: https://doi.org/10.1080/14681366.2018.1457876
Goodley, D., Miller, M., Runswick-Cole, K., (2018). Teaching Disability Studies, Teaching Critica... more Goodley, D., Miller, M., Runswick-Cole, K., (2018). Teaching Disability Studies, Teaching Critical Disability Studies. In: Newnes C. and Golding, L. (eds.). Teaching Critical Psychology: International Perspectives. Routledge, London.
Introduction
In the spirit of reflexivity and with a nod to critical pedagogy our chapter adopts a personalised and politicised approach towards the teaching of disability studies. We split the chapter into three parts and each take a turn at tackling what we see as the promise of disability studies to help develop more critical psychologies and, crucially, to enhance critiques of psychology. We share some starting assumptions. We think that the history of psychology is one that has done a tremendous amount of damage to disabled people. We know, too, that some contemporaneous psychological theories and interventions continue to pathologise human diversity. Markers and marks of disability are key to the progression of many different fields of psychology. Indeed, without disability, a lot of what we know as psychology might never have existed. But we also acknowledge that critical psychologists and their work can be allies to disabled people and their politics.
References
Bay Area Transformative Justice Collective. https://batjc.wordpress.com
Billington, T. (2006). Changing the subject: The past, present and future of
educational psychology. In T.D. Corcoran (ed). Psychology in education: Critical
theory-practice. Rotterdam: Sense Publishers.
Chataika, T. & McKenzie, J. (2013) ‘Considerations for an African Childhood
Disability Studies’, in T. Curran and K. Runswick-Cole (eds) Disabled Children’s
Childhood Studies: critical approaches in a global context (Basingstoke: Palgrave
MacMillan).
Connor, D.J. (2006). Not So Strange Bedfellows: The Promise of Disability Studies
and Critical Race Theory In S.Gabel and S.Danforth (eds). Disability and the
International Politics of Education. New York: Peter Lang Publishers. pp. 201-224.
Creative Interventions. (2012). Creative Interventions Toolkit: A Practical Guide to
Stop Interpersonal Violence. Retrieved from: http://www.creative-
interventions.org/wp-content/uploads/2012/06/CI- Toolkit-Complete- Pre-Release-
Version-06.2012- .pdf
Crenshaw, K. (1991) ‘Mapping the margins: Intersectionality, identity politics and
violence against women of colour, Stanford Law Review 4, 3: 1241-1299.
crippledscholar. (2016, January 15). So You’ve Made Progress in Expanding Rights
to Academic Accommodation…But Do You Really Deserve It? Retrieved from
https://crippledscholar.wordpress.com/2016/01/15/so-youve- made-progress- in-
expanding-rights- to-academic- accommodation-but- do-you- really-deserve- it/
Curran, T. and Runswick-Cole, K. (eds) (2013) Disabled Children’s Childhood
Studies: Critical Approaches in a Global Context, Basingstoke: Palgrave Macmillan.
Curran, T. and Runswick-Cole, K. (2014) Disabled Children’s Childhood Studies: an emerging
domain of inquiry? Disability & Society. 29 (10): 1617-1630.
Davis, L. J. (1995). Enforcing Normalcy: Disability, Deafness, and the Body. New
York: Verso.
Davis, L. J. (2011). Why is disability missing from the discourse on diversity? The
Chronicle of Higher Education, 25. Retrieved from
http://raceandfaith.com/uploads/3/3/7/2/3372898/disabilities_left_out.pdf
Erevelles, N. (2014). Crippin’ Jim Crow: Disability, Dis-Location, and the School-to-
Prison Pipeline. In Ben-Moshe, L., Chapman, C., & Carey, A. C. (Eds.), Disability
Incarcerated (pp. 81-99). New York: Palgrave Macmillan US.
Fabris, E. & Aubrecht, K. (2014). Chemical Constraint: Experiences of Psychiatric
Coercion, Restraint, and Detention as Carceratory Techniques. In Ben-Moshe, L.,
Chapman, C., & Carey, A. C. (Eds.), Disability Incarcerated (pp. 185-199). New York:
Palgrave Macmillan US.
Fraser, J., & Lamble, S. (2015). Queer desires and critical pedagogies in higher
education: reflections on the transformative potential of non-normative learning
desires in the classroom. Journal of Feminist Scholarship, 7, 61–77.
Frohmader, C. and Meekosha, H. (2012) ‘Recognition, respect and rights: Women
with disabilities in a globalised world’ in Goodley, D., Hughes, B. and Davis, L.J.
(eds) Disability and Social Theory: New Developments and Directions, Basingstoke:
Palgrave MacMillan, pp. 287-307
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). New York:
Continuum.
Ghai, A. (2002) ‘Disability in the Indian context: Post-colonial perspectives’ in Corker,
M. and Shakespeare, T. (eds) Disability/Postmodernity: Embodying Disability Theory,
London: Continuum. pp. 88-100
Goodley, D. (2011) Disability Studies: An Interdisciplinary Introduction, London:
Sage.
Goodley, D. (2013) ‘Dis/entangling critical disability studies’ Disability & Society, 28,
5, 631-644.
Dis/ability Studies: Theorising disablism and ableism. Abingdon: Routledge.
Goodley, D. (2016). Disability Studies: An interdisciplinary introduction. London:
Sage.
Goodley, D. and Lawthom, R. (Eds). (2005). Disability and Psychology. London:
Palgrave Macmillan.
Grech, S. (2009) ‘Disability, poverty and development: Critical reflections on the
majority world debate’ Disability & Society, 24,6, 771-784
Grech, S. (2014). Disability, poverty and education: perceived barriers and
(dis)connections in rural Guatemala. Disability and the Global South, Vol 1 (No 1),
128-152.
Greenstein, A. (2015). Radical Inclusive Education: Disability, teaching and struggles
for liberation. Hove: Routledge.
It’s Our Story. https://youtube.com/user/itsourstoryproject
Kafer, A. (2013). Feminist, Queer, Crip. Indiana: Indiana University Press.
Kagan C.M., Burton M., Duckett P.S., Lawthom R., Siddiquee A. 2011. Critical
Community Psychology. Wiley-Blackwell, Oxford.
Lloyd, M. (2001) ‘The politics of disability and feminism: Discord or synthesis?’
Sociology, 35, 3, 715-728.
Long, W. (2016). The recolonising danger of decolonising psychology. Retrieved on
14 th October 2016.
http://www.dailymaverick.co.za/article/2016-10- 09-op- ed-the- recolonising-danger- of-
decolonising-psychology/#.WAR745MrIU3
Mallett, R. (2007) Critical Correctness: Exploring the Capacities of Contemporary
Disability criticism, University of Sheffield, Unpublished PhD Thesis.
Mallett, R. and Runswick-Cole, K. (2014) Approaching Disability: critical issues and
perspectives, Abingdon: Routledge.
McCall, L. (2005) “The complexity of intersectionality’ Signs: Journal of Women in
Culture & Society, 30, 3, 1771-1800
McRuer, R. (2006). Crip theory: cultural signs of queerness and disability. New York:
New York University Press.
Mingus, M. (2011, February 12). Changing the Framework: Disability Justice.
Retrieved from https://leavingevidence.wordpress.com/2011/02/12/changing-the-
framework-disability- justice/
Menzies, R., LeFrançois, B. A., & Reaume, G. (2013). Introducing Mad Studies. In
LeFrançois, B. A., Menzies, R., & Reaume, G. (Eds.), Mad Matters: A Critical Reader
in Canadian Mad Studies pp.1-22). Toronto: Canadian Scholars’ Press.
Michalko, R. (2002). The difference that disability makes. Philadelphia: Temple
University Press.
Morris, J. (1992) ‘Personal and political” A feminist perspective on researching
physical disability’ Disability, Handicap and Society, 7, 2, 157-166.
Morris, J. (1993) ‘Feminism and disability’, Feminist Review, 43, 57-70.
Morris, J. (1996) ‘Introduction’ in Morris, J. (ed) Encounters with Strangers: Feminism
and Disability, London: Women’s Press. pp. 1-16.
Oliver, M. (1990). The politics of disablement. London: Palgrave Macmillan.
Rich, A. C. (2003). Compulsory Heterosexuality and Lesbian Existence (1980).
Journal of Women’s History, 15(3), 11–48.
Runswick-Cole, K., Curran, T. and Liddiard, K. (eds) (in press) A Handbook of Disabled
Children’s Childhood Studies, Baskingstoke: Palgrave MacMillan.
Runswick-Cole, K. and Goodley, D. (in press) ‘The Disability Commons’: re-thinking
motherhood through disability. In Runswick-Cole, K., Curran, T. and Liddiard, K.
(eds) Palgrave Handbook of Disabled Children’s Childhood Studies, Basingstoke:
Palgrave.
Runswick-Cole, K., Mallett, R. and Timimi, S. (eds) (2016) Re-thinking autism, London:
Jessica Kingsley Publishing.
Save The Kids. http://savethekidsgroup.org
Sherry, M. (2007). (Post) Colonising disability. Special issue of Wagadu, Journal of
Transnational Women& and Gender Studies, Volume 4, Summer 2007, 10-22.
Slater, J. (2016). Youth and disability: a challenge to Mr Reasonable. London:
Routledge.
Smith, J. (2016). The Talking, Being and Becoming of Autism, Childhood and
Dis/ability. Sheffield: Unpublished PhD thesis.
Spoto, S. (2014). Teaching against Hierarchies: An Anarchist Approach. Journal of
Feminist Scholarship, 7(8), 2015.
Tam, L. (2013). Whither Indigenizing the Mad Movement? Theorizing the Social
Relations of Race and Madness through Conviviality. In LeFrançois, B. A., Menzies,
R., & Reaume, G. (Eds.), Mad Matters: A Critical Reader in Canadian Mad Studies
pp. 281-297). Toronto: Canadian Scholars’ Press.
Thomas, C. (1999) Female Forms: Experiencing and Understanding Disability,
Buckingham: Open University Press.
Thomas, C. (2007) Sociologies of Illness and Disability:
Contested Ideas in Disability Studies and Medical Sociology, Basingstoke: Palgrave
Macmillan.
Williams, A, Billington, T. Corcoran, T. and Goodley, D. (eds.) (2016). Critical
educational psychology: Research and practice. Wiley Blackwell
Wright Mills, C. (1959). The Sociological Imagination. Oxford: Oxford University
Press.
Conference Presentations by Michael J Miller
Collaborative Poster Presentation with Michael Miller, William Griesar, Jeff Leake, Scott Hadenfe... more Collaborative Poster Presentation with Michael Miller, William Griesar, Jeff Leake, Scott Hadenfeld, ML Smith, Elizabeth Tremaine, Rebecca Wescom, and Morgan Wirthlin presented at the 2014 Society for Neuroscience Annual Conference in Washington D.C.
ABSTRACT: In urban areas there are often several universities with thriving research and education programs in neuroscience, along with public schools teaching science to K-12 students. Yet despite a strong shared interest, these various students rarely interact. Here we describe a successful effort to involve them all in learning about the brain. There are many positive reasons to get them together. Some graduate students are isolated, because their institution lacks undergraduate programs, as in the case of Oregon Health & Science University (OHSU) in Portland, Oregon. Graduate students may struggle to gain teaching experience and share their work with a broader audience. They are less competitive for jobs that require classroom expertise. Undergraduates are often curious about graduate opportunities in neuroscience, which may be scarce (or non-existent) at their own university. They have questions about what research entails, what experience they need to acquire before applying to programs...
This workshop was facilitated on June 24, 2018 at the 4th Critical Ethnic Studies Association Con... more This workshop was facilitated on June 24, 2018 at the 4th Critical Ethnic Studies Association Conference which took place at the University of British Columbia, Vancouver, BC - Unceded Musqueam, Tsleil-Waututh, and Squamish Territory. The theme of this conference was "Critical Insurrections: Decolonizing Difficulties, Activist Imaginaries, and Collective Possibilities"
Abstract: The very much improvisational intention of this workshop, which to us is more like a study session, is to co-generate generous conversation that is willing to stay with necessary tensions around pedagogies and curriculum, and with this, what praxivist imaginaries are possible when there is a commitment to abolition. We’re thinking of pedagogies and curriculum very loosely, including but not at all limited to the university, the classroom and the ‘learning space’. Our contemplations and imaginings regarding abolition pedagogies are deeply influenced by Dylan Rodriguez, particularly “The Disorientation of the Teaching Act: Abolition as Pedagogical Position” and how this pedagogical praxis is put into a generative tension when considering Hortense Spillers’ (2015)* articulations of how movements that ‘begin in the flesh with a certain kind of urgency or immediacy,’ once translated, become ‘curricular objects’ that produce ‘professors and seminars and books and papers and conferences and…’ How does objecting to (refusing) the curricular object and studying to object help us to distinguish “between liberal, social justice, critical and even ‘radical’ pedagogies that are capable of even remotely justifying, defending, or tolerating a proto-genocidal prison regime...and those attempts at abolitionist pedagogy” (Rodriquez, 2010, pp. 8-9)? Rather than seeking ‘new’ alternatives which could be taken as settler colonial thinking (‘inquiry as invasion’) that is (pre)occupied with trying to ‘discover new frontiers’ and ‘chart new territories’ (Tuck & Yang, 2014) we intend to contemplate a praxivism that can assist us to together imagine what is already here. This, to us, is very much in alignment with Denise Ferreira da Silva’s (2013) radical praxis and ‘knowing at the limits of justice’ which unsettles what is viewed as ‘the old’ but doesn’t attempt to reach for ‘the new’. We wonder how we can stay and move with the tensions and refuse the desire to run, roll, or turn toward a solution that merely reinstantiates the violence of the world as we know it. We excitedly intend this workshop to be a study session for destroying the world as we know it and thus plan that those who attend will leave with what da Silva (2017) calls ‘the unbearable precarity of intention.’
*We want to think together about such examples as the (un)timely movement to ‘decolonize the curriculum’ and how this is being appropriated by the university as a ‘curricular object’ itself, especially due to thinking decolonization as a metaphor (Yang & Tuck, 2012).
4th Critical Ethnic Studies Association Conference
Critical Insurrections: Decolonizing Difficult... more 4th Critical Ethnic Studies Association Conference
Critical Insurrections: Decolonizing Difficulties, Activist Imaginaries, and Collective Possibilities
University of British Columbia, Vancouver
Unceded Musqueam, Tsleil-Waututh, and Squamish Territory
June 21-24, 2018
This paper engages with and contributes to questions of ‘who is reformable?’ and ‘who is educable?’ through analyzing predominantly archival material which catalogue and store, but cannot contain the tensions and co-constitutions of disability and racialization in the context of the production of the nation state (Rachel Gorman, 2016). This is exemplified in educational documents and policies such as Course of Study handbooks which contributed to and influence the standardization and normalization of pedagogical practices. This includes the naturalization of foundational violences/brutalities that emerge out of and are constitutive of education and thus have the potential to reveal education as violence. Policies such as ‘disturbing schools’ and ‘zero tolerance’ disproportionately locate certain students (e.g. racialized as non-white, queer and/or students with disabilities) to be outside of normative and compulsory expressions/behaviors and deem them 'violent', 'deviant', ‘disturbed’ or ‘disturbing’ (Nirmala Erevelles, 2014; Alison Kafer 2013), increasingly and all-too-easily described as the ‘school-to-prison pipeline’ (Damien Sojoyner, 2016; Connie Wun, 2016). Yet, proposed solutions still continue to be based around reforming the same policies (policings) and practices that contribute to, establish and perpetuate the criminalization of students deemed incapable or unwilling to ‘pass’ (e.g. passing exams, passing as ‘normal’) (Fiona Kumari Campbell, 2008). We police ourselves and in turn become our own police force, our own policy makers when we both issue and respond to the ‘call to order’ (Stefano Harney and Fred Moten, 2013), to the call to ‘pass’. This paper is interested in failure. How violence comes to be known is formed and reformed by cultural discourses and imaginings created and circulated by administrative bureaucracies and school curriculum, inseparable from and present in the prison industrial complex (Dylan Rodriguez, 2010). With this, these considerations inform the question: what might happen when we redirect our focus to recognize the seemingly mundane violence implicit in the teaching act?
Grappling with Diversities
15th Annual Conference of the Canadian Disability Studies Association
... more Grappling with Diversities
15th Annual Conference of the Canadian Disability Studies Association
May 27-29, 2018
University of Regina
Congress of the Humanities and Social Sciences
Thematic Stream: Negotiating Diversity
Keywords: Disability, Education, Violence, Policing
This paper considers the education system as one incarnation in the assertion of a naturalized or... more This paper considers the education system as one incarnation in the assertion of a naturalized order, one predicated within a continuum of carceral and eugenic logic (Ben-Moshe 2014, Foucault 1977/1995). An institution circularly influencing and influenced by both students and the state, both resistance and support (Ferguson 2012), schools serve as individuating forces that measure, test, and grade not only a student’s performance and aptitude in relation to a naturalized ideal, but behavior and expression - punishing and pathologizing outliers on an increasingly narrow normal distribution (Ben-Moshe, Hill, Nocella, & Templer 2009). Simultaneously, schools universalize pupils – cataloguing, compartmentalizing, ordering, and forming behaviors according to which identities and categories one gets assigned. The classroom as a site of violence is exemplified in the school-to-prison pipeline, only the current articulation used to describe policies and practices that patrol and criminalize students who cannot/will not fit or be found fitting an increasingly surveilled, controlled, and competitive school system (Erevelles 2014). Exploring data of categorically distinct, yet inextricably intertwined, disproportionately targeted groups of students, this paper seeks to engage with compulsory expressions to ask how we might change our thinking of even the most radical reforms within compulsory education, going beyond measures of temporary relief to facets of a structurally violent institution and society, to consider that all reforms stabilize and serve the institutions they are meant to erode (Ferguson 2012). The global discourses of education being a ‘fundamental human right’ (UNESCO n.d.), and the United Nations Sustainable Development Goals (2015) citing inclusive, quality education for everyone, emphasizes the commonality of these considerations within, across, between and in spite of borders.
Michael James Miller
Crossing Borders: Negotiation, Provocation, and Transgression
Birkbeck Institute Graduate Conference
Birkbeck, University of London 5-6th May 2017
Panel: Calls to (b)order: Dis-orderly conduct and the mis/measure of madness
Peace and Human Rights International PhD Workshop
University of Sheffield
15 December, 2016
This paper explores how dominant, mandated, and accepted practices of mainstream education are re... more This paper explores how dominant, mandated, and accepted practices of mainstream education are restrictive, exclusionary, and (structurally) violent (particularly) for students determined to have Special Education Needs (SEN). A historical link will be made between eugenic laws and discrimination of students with disabilities, and how forms of this are still played out in the classroom. The justifications for ongoing stigmatization, segregation and isolation of students with disabilities have remained constant in (and out of) the classroom, with a motive of protection and concern for the wellbeing of ‘normal’ students from the undesired Others. This unquestioning perpetuation of dis/ability as boundary has and continues to naturalize the justification of punitive forms of discipline such as expulsion, juvenile incarceration, and institutionalization.
The connection between deinstitutionalization and the ongoing criminalization of disability will be examined through the continuum of carceral and eugenic practices, reinforced partially through the disproportionate rates and measures of punishment for SEN students. These forms of (structural) violence that have taken part in the construction and maintenance of the school-to-prison pipeline – policies that patrol and criminalize students who cannot/will not fit an increasingly surveilled, controlled, and competitive school system – will be especially emphasized in the context of SEN students.
Michael J Miller
Carceral Geography Conference
Birmingham, UK
13 December, 2016
Session: Expanding the Carceral
Audio and text transcript: https://carceralgeography.com/conferences/conference-2016/
The focus of this paper is on disability in the education system and the forms of violence that o... more The focus of this paper is on disability in the education system and the forms of violence that occur when an environment (classroom) doesn’t challenge dominant conceptions of ‘normal’ and its necessary, and necessarily undesirable opposite, ‘abnormal’ - simultaneously reinforcing ‘normal’ and punishing ‘abnormal’ (behaviors, desires, bodies, etc.). This paper will present potential opportunities to ‘cripqueer the classroom’ by offering ideas and challenges for dissenting from the systems of ‘compulsory heterosexuality’ (Rich 1980), ‘compulsory able-bodiedness’ (McRuer 2006) and 'compulsory able-mindedness' (Kafer2013) that serve to justify legal and social surveillance/exclusion/control and other forms of violence in (and out of) the classroom.
By (co)creating space where the mandated normative structure of the classroom (e.g. design, curriculum, student/teacher and student/student dynamics) is cripqueered, opportunities to first expose and challenge indoctrinated desires are opened up to later consider one’s own non-normative desires. Breaking down the power dynamic between teacher/student through the incorporation of something as (seemingly) simple as conversation (in the various ways that manifests) rather than the standard ‘banking model of education’ (Freire 1970) poses challenges and opportunities that a prefigurative approach will necessarily be emphasized.
Content Note: This presentation will include some talk of violence, as well as what some may consider coarse language.
Michael J Miller
Desiring Disability Symposium
23 November 2016
University of Sheffield
Guest Lectures by Michael J Miller
Developmental Psychology Module (MA Programme)
Module Leader: Dr China Mills
School of Education
... more Developmental Psychology Module (MA Programme)
Module Leader: Dr China Mills
School of Education
University of Sheffield
December 2018
Child Psychology (undergraduate)
Module Convener: Dr China Mills
School of Education
May 2018
Psychology and Learning Communities module (MA programme)
Module Conveners: Dr Michalis Kontopodi... more Psychology and Learning Communities module (MA programme)
Module Conveners: Dr Michalis Kontopodis & Dr Katherine Runswick-Cole
School of Education
University of Sheffield
February 2018
Uploads
Papers by Michael J Miller
Examined by Dr. Ansgar Allen & Professor Stefano Harney
Primary supervisor: Professor Dan Goodley
Secondary supervisors: Dr. Darren Webb & Dr. China Mills
Detailing radical attempts & imagining impossible agendas
Out of the ruins: the emergence of radical informal learning spaces, edited by Robert H. Hayworth and John M. Elmore, Oakland, PM Press, 288 pp., £21.99 (paperback), ISBN 978-1-62963-239-1
To cite this article: Michael James Miller (2018): Detailing radical attempts & imagining impossible agendas, Pedagogy, Culture & Society, DOI: 10.1080/14681366.2018.1457876
To link to this article: https://doi.org/10.1080/14681366.2018.1457876
Introduction
In the spirit of reflexivity and with a nod to critical pedagogy our chapter adopts a personalised and politicised approach towards the teaching of disability studies. We split the chapter into three parts and each take a turn at tackling what we see as the promise of disability studies to help develop more critical psychologies and, crucially, to enhance critiques of psychology. We share some starting assumptions. We think that the history of psychology is one that has done a tremendous amount of damage to disabled people. We know, too, that some contemporaneous psychological theories and interventions continue to pathologise human diversity. Markers and marks of disability are key to the progression of many different fields of psychology. Indeed, without disability, a lot of what we know as psychology might never have existed. But we also acknowledge that critical psychologists and their work can be allies to disabled people and their politics.
References
Bay Area Transformative Justice Collective. https://batjc.wordpress.com
Billington, T. (2006). Changing the subject: The past, present and future of
educational psychology. In T.D. Corcoran (ed). Psychology in education: Critical
theory-practice. Rotterdam: Sense Publishers.
Chataika, T. & McKenzie, J. (2013) ‘Considerations for an African Childhood
Disability Studies’, in T. Curran and K. Runswick-Cole (eds) Disabled Children’s
Childhood Studies: critical approaches in a global context (Basingstoke: Palgrave
MacMillan).
Connor, D.J. (2006). Not So Strange Bedfellows: The Promise of Disability Studies
and Critical Race Theory In S.Gabel and S.Danforth (eds). Disability and the
International Politics of Education. New York: Peter Lang Publishers. pp. 201-224.
Creative Interventions. (2012). Creative Interventions Toolkit: A Practical Guide to
Stop Interpersonal Violence. Retrieved from: http://www.creative-
interventions.org/wp-content/uploads/2012/06/CI- Toolkit-Complete- Pre-Release-
Version-06.2012- .pdf
Crenshaw, K. (1991) ‘Mapping the margins: Intersectionality, identity politics and
violence against women of colour, Stanford Law Review 4, 3: 1241-1299.
crippledscholar. (2016, January 15). So You’ve Made Progress in Expanding Rights
to Academic Accommodation…But Do You Really Deserve It? Retrieved from
https://crippledscholar.wordpress.com/2016/01/15/so-youve- made-progress- in-
expanding-rights- to-academic- accommodation-but- do-you- really-deserve- it/
Curran, T. and Runswick-Cole, K. (eds) (2013) Disabled Children’s Childhood
Studies: Critical Approaches in a Global Context, Basingstoke: Palgrave Macmillan.
Curran, T. and Runswick-Cole, K. (2014) Disabled Children’s Childhood Studies: an emerging
domain of inquiry? Disability & Society. 29 (10): 1617-1630.
Davis, L. J. (1995). Enforcing Normalcy: Disability, Deafness, and the Body. New
York: Verso.
Davis, L. J. (2011). Why is disability missing from the discourse on diversity? The
Chronicle of Higher Education, 25. Retrieved from
http://raceandfaith.com/uploads/3/3/7/2/3372898/disabilities_left_out.pdf
Erevelles, N. (2014). Crippin’ Jim Crow: Disability, Dis-Location, and the School-to-
Prison Pipeline. In Ben-Moshe, L., Chapman, C., & Carey, A. C. (Eds.), Disability
Incarcerated (pp. 81-99). New York: Palgrave Macmillan US.
Fabris, E. & Aubrecht, K. (2014). Chemical Constraint: Experiences of Psychiatric
Coercion, Restraint, and Detention as Carceratory Techniques. In Ben-Moshe, L.,
Chapman, C., & Carey, A. C. (Eds.), Disability Incarcerated (pp. 185-199). New York:
Palgrave Macmillan US.
Fraser, J., & Lamble, S. (2015). Queer desires and critical pedagogies in higher
education: reflections on the transformative potential of non-normative learning
desires in the classroom. Journal of Feminist Scholarship, 7, 61–77.
Frohmader, C. and Meekosha, H. (2012) ‘Recognition, respect and rights: Women
with disabilities in a globalised world’ in Goodley, D., Hughes, B. and Davis, L.J.
(eds) Disability and Social Theory: New Developments and Directions, Basingstoke:
Palgrave MacMillan, pp. 287-307
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed). New York:
Continuum.
Ghai, A. (2002) ‘Disability in the Indian context: Post-colonial perspectives’ in Corker,
M. and Shakespeare, T. (eds) Disability/Postmodernity: Embodying Disability Theory,
London: Continuum. pp. 88-100
Goodley, D. (2011) Disability Studies: An Interdisciplinary Introduction, London:
Sage.
Goodley, D. (2013) ‘Dis/entangling critical disability studies’ Disability & Society, 28,
5, 631-644.
Dis/ability Studies: Theorising disablism and ableism. Abingdon: Routledge.
Goodley, D. (2016). Disability Studies: An interdisciplinary introduction. London:
Sage.
Goodley, D. and Lawthom, R. (Eds). (2005). Disability and Psychology. London:
Palgrave Macmillan.
Grech, S. (2009) ‘Disability, poverty and development: Critical reflections on the
majority world debate’ Disability & Society, 24,6, 771-784
Grech, S. (2014). Disability, poverty and education: perceived barriers and
(dis)connections in rural Guatemala. Disability and the Global South, Vol 1 (No 1),
128-152.
Greenstein, A. (2015). Radical Inclusive Education: Disability, teaching and struggles
for liberation. Hove: Routledge.
It’s Our Story. https://youtube.com/user/itsourstoryproject
Kafer, A. (2013). Feminist, Queer, Crip. Indiana: Indiana University Press.
Kagan C.M., Burton M., Duckett P.S., Lawthom R., Siddiquee A. 2011. Critical
Community Psychology. Wiley-Blackwell, Oxford.
Lloyd, M. (2001) ‘The politics of disability and feminism: Discord or synthesis?’
Sociology, 35, 3, 715-728.
Long, W. (2016). The recolonising danger of decolonising psychology. Retrieved on
14 th October 2016.
http://www.dailymaverick.co.za/article/2016-10- 09-op- ed-the- recolonising-danger- of-
decolonising-psychology/#.WAR745MrIU3
Mallett, R. (2007) Critical Correctness: Exploring the Capacities of Contemporary
Disability criticism, University of Sheffield, Unpublished PhD Thesis.
Mallett, R. and Runswick-Cole, K. (2014) Approaching Disability: critical issues and
perspectives, Abingdon: Routledge.
McCall, L. (2005) “The complexity of intersectionality’ Signs: Journal of Women in
Culture & Society, 30, 3, 1771-1800
McRuer, R. (2006). Crip theory: cultural signs of queerness and disability. New York:
New York University Press.
Mingus, M. (2011, February 12). Changing the Framework: Disability Justice.
Retrieved from https://leavingevidence.wordpress.com/2011/02/12/changing-the-
framework-disability- justice/
Menzies, R., LeFrançois, B. A., & Reaume, G. (2013). Introducing Mad Studies. In
LeFrançois, B. A., Menzies, R., & Reaume, G. (Eds.), Mad Matters: A Critical Reader
in Canadian Mad Studies pp.1-22). Toronto: Canadian Scholars’ Press.
Michalko, R. (2002). The difference that disability makes. Philadelphia: Temple
University Press.
Morris, J. (1992) ‘Personal and political” A feminist perspective on researching
physical disability’ Disability, Handicap and Society, 7, 2, 157-166.
Morris, J. (1993) ‘Feminism and disability’, Feminist Review, 43, 57-70.
Morris, J. (1996) ‘Introduction’ in Morris, J. (ed) Encounters with Strangers: Feminism
and Disability, London: Women’s Press. pp. 1-16.
Oliver, M. (1990). The politics of disablement. London: Palgrave Macmillan.
Rich, A. C. (2003). Compulsory Heterosexuality and Lesbian Existence (1980).
Journal of Women’s History, 15(3), 11–48.
Runswick-Cole, K., Curran, T. and Liddiard, K. (eds) (in press) A Handbook of Disabled
Children’s Childhood Studies, Baskingstoke: Palgrave MacMillan.
Runswick-Cole, K. and Goodley, D. (in press) ‘The Disability Commons’: re-thinking
motherhood through disability. In Runswick-Cole, K., Curran, T. and Liddiard, K.
(eds) Palgrave Handbook of Disabled Children’s Childhood Studies, Basingstoke:
Palgrave.
Runswick-Cole, K., Mallett, R. and Timimi, S. (eds) (2016) Re-thinking autism, London:
Jessica Kingsley Publishing.
Save The Kids. http://savethekidsgroup.org
Sherry, M. (2007). (Post) Colonising disability. Special issue of Wagadu, Journal of
Transnational Women& and Gender Studies, Volume 4, Summer 2007, 10-22.
Slater, J. (2016). Youth and disability: a challenge to Mr Reasonable. London:
Routledge.
Smith, J. (2016). The Talking, Being and Becoming of Autism, Childhood and
Dis/ability. Sheffield: Unpublished PhD thesis.
Spoto, S. (2014). Teaching against Hierarchies: An Anarchist Approach. Journal of
Feminist Scholarship, 7(8), 2015.
Tam, L. (2013). Whither Indigenizing the Mad Movement? Theorizing the Social
Relations of Race and Madness through Conviviality. In LeFrançois, B. A., Menzies,
R., & Reaume, G. (Eds.), Mad Matters: A Critical Reader in Canadian Mad Studies
pp. 281-297). Toronto: Canadian Scholars’ Press.
Thomas, C. (1999) Female Forms: Experiencing and Understanding Disability,
Buckingham: Open University Press.
Thomas, C. (2007) Sociologies of Illness and Disability:
Contested Ideas in Disability Studies and Medical Sociology, Basingstoke: Palgrave
Macmillan.
Williams, A, Billington, T. Corcoran, T. and Goodley, D. (eds.) (2016). Critical
educational psychology: Research and practice. Wiley Blackwell
Wright Mills, C. (1959). The Sociological Imagination. Oxford: Oxford University
Press.
Conference Presentations by Michael J Miller
ABSTRACT: In urban areas there are often several universities with thriving research and education programs in neuroscience, along with public schools teaching science to K-12 students. Yet despite a strong shared interest, these various students rarely interact. Here we describe a successful effort to involve them all in learning about the brain. There are many positive reasons to get them together. Some graduate students are isolated, because their institution lacks undergraduate programs, as in the case of Oregon Health & Science University (OHSU) in Portland, Oregon. Graduate students may struggle to gain teaching experience and share their work with a broader audience. They are less competitive for jobs that require classroom expertise. Undergraduates are often curious about graduate opportunities in neuroscience, which may be scarce (or non-existent) at their own university. They have questions about what research entails, what experience they need to acquire before applying to programs...
Abstract: The very much improvisational intention of this workshop, which to us is more like a study session, is to co-generate generous conversation that is willing to stay with necessary tensions around pedagogies and curriculum, and with this, what praxivist imaginaries are possible when there is a commitment to abolition. We’re thinking of pedagogies and curriculum very loosely, including but not at all limited to the university, the classroom and the ‘learning space’. Our contemplations and imaginings regarding abolition pedagogies are deeply influenced by Dylan Rodriguez, particularly “The Disorientation of the Teaching Act: Abolition as Pedagogical Position” and how this pedagogical praxis is put into a generative tension when considering Hortense Spillers’ (2015)* articulations of how movements that ‘begin in the flesh with a certain kind of urgency or immediacy,’ once translated, become ‘curricular objects’ that produce ‘professors and seminars and books and papers and conferences and…’ How does objecting to (refusing) the curricular object and studying to object help us to distinguish “between liberal, social justice, critical and even ‘radical’ pedagogies that are capable of even remotely justifying, defending, or tolerating a proto-genocidal prison regime...and those attempts at abolitionist pedagogy” (Rodriquez, 2010, pp. 8-9)? Rather than seeking ‘new’ alternatives which could be taken as settler colonial thinking (‘inquiry as invasion’) that is (pre)occupied with trying to ‘discover new frontiers’ and ‘chart new territories’ (Tuck & Yang, 2014) we intend to contemplate a praxivism that can assist us to together imagine what is already here. This, to us, is very much in alignment with Denise Ferreira da Silva’s (2013) radical praxis and ‘knowing at the limits of justice’ which unsettles what is viewed as ‘the old’ but doesn’t attempt to reach for ‘the new’. We wonder how we can stay and move with the tensions and refuse the desire to run, roll, or turn toward a solution that merely reinstantiates the violence of the world as we know it. We excitedly intend this workshop to be a study session for destroying the world as we know it and thus plan that those who attend will leave with what da Silva (2017) calls ‘the unbearable precarity of intention.’
*We want to think together about such examples as the (un)timely movement to ‘decolonize the curriculum’ and how this is being appropriated by the university as a ‘curricular object’ itself, especially due to thinking decolonization as a metaphor (Yang & Tuck, 2012).
Critical Insurrections: Decolonizing Difficulties, Activist Imaginaries, and Collective Possibilities
University of British Columbia, Vancouver
Unceded Musqueam, Tsleil-Waututh, and Squamish Territory
June 21-24, 2018
This paper engages with and contributes to questions of ‘who is reformable?’ and ‘who is educable?’ through analyzing predominantly archival material which catalogue and store, but cannot contain the tensions and co-constitutions of disability and racialization in the context of the production of the nation state (Rachel Gorman, 2016). This is exemplified in educational documents and policies such as Course of Study handbooks which contributed to and influence the standardization and normalization of pedagogical practices. This includes the naturalization of foundational violences/brutalities that emerge out of and are constitutive of education and thus have the potential to reveal education as violence. Policies such as ‘disturbing schools’ and ‘zero tolerance’ disproportionately locate certain students (e.g. racialized as non-white, queer and/or students with disabilities) to be outside of normative and compulsory expressions/behaviors and deem them 'violent', 'deviant', ‘disturbed’ or ‘disturbing’ (Nirmala Erevelles, 2014; Alison Kafer 2013), increasingly and all-too-easily described as the ‘school-to-prison pipeline’ (Damien Sojoyner, 2016; Connie Wun, 2016). Yet, proposed solutions still continue to be based around reforming the same policies (policings) and practices that contribute to, establish and perpetuate the criminalization of students deemed incapable or unwilling to ‘pass’ (e.g. passing exams, passing as ‘normal’) (Fiona Kumari Campbell, 2008). We police ourselves and in turn become our own police force, our own policy makers when we both issue and respond to the ‘call to order’ (Stefano Harney and Fred Moten, 2013), to the call to ‘pass’. This paper is interested in failure. How violence comes to be known is formed and reformed by cultural discourses and imaginings created and circulated by administrative bureaucracies and school curriculum, inseparable from and present in the prison industrial complex (Dylan Rodriguez, 2010). With this, these considerations inform the question: what might happen when we redirect our focus to recognize the seemingly mundane violence implicit in the teaching act?
15th Annual Conference of the Canadian Disability Studies Association
May 27-29, 2018
University of Regina
Congress of the Humanities and Social Sciences
Thematic Stream: Negotiating Diversity
Keywords: Disability, Education, Violence, Policing
More details and a transcript of the paper can be found here: https://carceralgeography.com/conferences/2nd-international-conference-for-carceral-geography-11-12-dec-2017-university-of-birmingham/conference-programme-2017/5b-abolitionism-and-ethical-research/
Michael James Miller
Crossing Borders: Negotiation, Provocation, and Transgression
Birkbeck Institute Graduate Conference
Birkbeck, University of London 5-6th May 2017
Panel: Calls to (b)order: Dis-orderly conduct and the mis/measure of madness
The connection between deinstitutionalization and the ongoing criminalization of disability will be examined through the continuum of carceral and eugenic practices, reinforced partially through the disproportionate rates and measures of punishment for SEN students. These forms of (structural) violence that have taken part in the construction and maintenance of the school-to-prison pipeline – policies that patrol and criminalize students who cannot/will not fit an increasingly surveilled, controlled, and competitive school system – will be especially emphasized in the context of SEN students.
Michael J Miller
Carceral Geography Conference
Birmingham, UK
13 December, 2016
Session: Expanding the Carceral
Audio and text transcript: https://carceralgeography.com/conferences/conference-2016/
By (co)creating space where the mandated normative structure of the classroom (e.g. design, curriculum, student/teacher and student/student dynamics) is cripqueered, opportunities to first expose and challenge indoctrinated desires are opened up to later consider one’s own non-normative desires. Breaking down the power dynamic between teacher/student through the incorporation of something as (seemingly) simple as conversation (in the various ways that manifests) rather than the standard ‘banking model of education’ (Freire 1970) poses challenges and opportunities that a prefigurative approach will necessarily be emphasized.
Content Note: This presentation will include some talk of violence, as well as what some may consider coarse language.
Michael J Miller
Desiring Disability Symposium
23 November 2016
University of Sheffield
Guest Lectures by Michael J Miller
Module Leader: Dr China Mills
School of Education
University of Sheffield
December 2018
Module Conveners: Dr Michalis Kontopodis & Dr Katherine Runswick-Cole
School of Education
University of Sheffield
February 2018
Examined by Dr. Ansgar Allen & Professor Stefano Harney
Primary supervisor: Professor Dan Goodley
Secondary supervisors: Dr. Darren Webb & Dr. China Mills
Detailing radical attempts & imagining impossible agendas
Out of the ruins: the emergence of radical informal learning spaces, edited by Robert H. Hayworth and John M. Elmore, Oakland, PM Press, 288 pp., £21.99 (paperback), ISBN 978-1-62963-239-1
To cite this article: Michael James Miller (2018): Detailing radical attempts & imagining impossible agendas, Pedagogy, Culture & Society, DOI: 10.1080/14681366.2018.1457876
To link to this article: https://doi.org/10.1080/14681366.2018.1457876
Introduction
In the spirit of reflexivity and with a nod to critical pedagogy our chapter adopts a personalised and politicised approach towards the teaching of disability studies. We split the chapter into three parts and each take a turn at tackling what we see as the promise of disability studies to help develop more critical psychologies and, crucially, to enhance critiques of psychology. We share some starting assumptions. We think that the history of psychology is one that has done a tremendous amount of damage to disabled people. We know, too, that some contemporaneous psychological theories and interventions continue to pathologise human diversity. Markers and marks of disability are key to the progression of many different fields of psychology. Indeed, without disability, a lot of what we know as psychology might never have existed. But we also acknowledge that critical psychologists and their work can be allies to disabled people and their politics.
References
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expanding-rights- to-academic- accommodation-but- do-you- really-deserve- it/
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Studies: Critical Approaches in a Global Context, Basingstoke: Palgrave Macmillan.
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Incarcerated (pp. 81-99). New York: Palgrave Macmillan US.
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Continuum.
Ghai, A. (2002) ‘Disability in the Indian context: Post-colonial perspectives’ in Corker,
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London: Continuum. pp. 88-100
Goodley, D. (2011) Disability Studies: An Interdisciplinary Introduction, London:
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Grech, S. (2009) ‘Disability, poverty and development: Critical reflections on the
majority world debate’ Disability & Society, 24,6, 771-784
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(dis)connections in rural Guatemala. Disability and the Global South, Vol 1 (No 1),
128-152.
Greenstein, A. (2015). Radical Inclusive Education: Disability, teaching and struggles
for liberation. Hove: Routledge.
It’s Our Story. https://youtube.com/user/itsourstoryproject
Kafer, A. (2013). Feminist, Queer, Crip. Indiana: Indiana University Press.
Kagan C.M., Burton M., Duckett P.S., Lawthom R., Siddiquee A. 2011. Critical
Community Psychology. Wiley-Blackwell, Oxford.
Lloyd, M. (2001) ‘The politics of disability and feminism: Discord or synthesis?’
Sociology, 35, 3, 715-728.
Long, W. (2016). The recolonising danger of decolonising psychology. Retrieved on
14 th October 2016.
http://www.dailymaverick.co.za/article/2016-10- 09-op- ed-the- recolonising-danger- of-
decolonising-psychology/#.WAR745MrIU3
Mallett, R. (2007) Critical Correctness: Exploring the Capacities of Contemporary
Disability criticism, University of Sheffield, Unpublished PhD Thesis.
Mallett, R. and Runswick-Cole, K. (2014) Approaching Disability: critical issues and
perspectives, Abingdon: Routledge.
McCall, L. (2005) “The complexity of intersectionality’ Signs: Journal of Women in
Culture & Society, 30, 3, 1771-1800
McRuer, R. (2006). Crip theory: cultural signs of queerness and disability. New York:
New York University Press.
Mingus, M. (2011, February 12). Changing the Framework: Disability Justice.
Retrieved from https://leavingevidence.wordpress.com/2011/02/12/changing-the-
framework-disability- justice/
Menzies, R., LeFrançois, B. A., & Reaume, G. (2013). Introducing Mad Studies. In
LeFrançois, B. A., Menzies, R., & Reaume, G. (Eds.), Mad Matters: A Critical Reader
in Canadian Mad Studies pp.1-22). Toronto: Canadian Scholars’ Press.
Michalko, R. (2002). The difference that disability makes. Philadelphia: Temple
University Press.
Morris, J. (1992) ‘Personal and political” A feminist perspective on researching
physical disability’ Disability, Handicap and Society, 7, 2, 157-166.
Morris, J. (1993) ‘Feminism and disability’, Feminist Review, 43, 57-70.
Morris, J. (1996) ‘Introduction’ in Morris, J. (ed) Encounters with Strangers: Feminism
and Disability, London: Women’s Press. pp. 1-16.
Oliver, M. (1990). The politics of disablement. London: Palgrave Macmillan.
Rich, A. C. (2003). Compulsory Heterosexuality and Lesbian Existence (1980).
Journal of Women’s History, 15(3), 11–48.
Runswick-Cole, K., Curran, T. and Liddiard, K. (eds) (in press) A Handbook of Disabled
Children’s Childhood Studies, Baskingstoke: Palgrave MacMillan.
Runswick-Cole, K. and Goodley, D. (in press) ‘The Disability Commons’: re-thinking
motherhood through disability. In Runswick-Cole, K., Curran, T. and Liddiard, K.
(eds) Palgrave Handbook of Disabled Children’s Childhood Studies, Basingstoke:
Palgrave.
Runswick-Cole, K., Mallett, R. and Timimi, S. (eds) (2016) Re-thinking autism, London:
Jessica Kingsley Publishing.
Save The Kids. http://savethekidsgroup.org
Sherry, M. (2007). (Post) Colonising disability. Special issue of Wagadu, Journal of
Transnational Women& and Gender Studies, Volume 4, Summer 2007, 10-22.
Slater, J. (2016). Youth and disability: a challenge to Mr Reasonable. London:
Routledge.
Smith, J. (2016). The Talking, Being and Becoming of Autism, Childhood and
Dis/ability. Sheffield: Unpublished PhD thesis.
Spoto, S. (2014). Teaching against Hierarchies: An Anarchist Approach. Journal of
Feminist Scholarship, 7(8), 2015.
Tam, L. (2013). Whither Indigenizing the Mad Movement? Theorizing the Social
Relations of Race and Madness through Conviviality. In LeFrançois, B. A., Menzies,
R., & Reaume, G. (Eds.), Mad Matters: A Critical Reader in Canadian Mad Studies
pp. 281-297). Toronto: Canadian Scholars’ Press.
Thomas, C. (1999) Female Forms: Experiencing and Understanding Disability,
Buckingham: Open University Press.
Thomas, C. (2007) Sociologies of Illness and Disability:
Contested Ideas in Disability Studies and Medical Sociology, Basingstoke: Palgrave
Macmillan.
Williams, A, Billington, T. Corcoran, T. and Goodley, D. (eds.) (2016). Critical
educational psychology: Research and practice. Wiley Blackwell
Wright Mills, C. (1959). The Sociological Imagination. Oxford: Oxford University
Press.
ABSTRACT: In urban areas there are often several universities with thriving research and education programs in neuroscience, along with public schools teaching science to K-12 students. Yet despite a strong shared interest, these various students rarely interact. Here we describe a successful effort to involve them all in learning about the brain. There are many positive reasons to get them together. Some graduate students are isolated, because their institution lacks undergraduate programs, as in the case of Oregon Health & Science University (OHSU) in Portland, Oregon. Graduate students may struggle to gain teaching experience and share their work with a broader audience. They are less competitive for jobs that require classroom expertise. Undergraduates are often curious about graduate opportunities in neuroscience, which may be scarce (or non-existent) at their own university. They have questions about what research entails, what experience they need to acquire before applying to programs...
Abstract: The very much improvisational intention of this workshop, which to us is more like a study session, is to co-generate generous conversation that is willing to stay with necessary tensions around pedagogies and curriculum, and with this, what praxivist imaginaries are possible when there is a commitment to abolition. We’re thinking of pedagogies and curriculum very loosely, including but not at all limited to the university, the classroom and the ‘learning space’. Our contemplations and imaginings regarding abolition pedagogies are deeply influenced by Dylan Rodriguez, particularly “The Disorientation of the Teaching Act: Abolition as Pedagogical Position” and how this pedagogical praxis is put into a generative tension when considering Hortense Spillers’ (2015)* articulations of how movements that ‘begin in the flesh with a certain kind of urgency or immediacy,’ once translated, become ‘curricular objects’ that produce ‘professors and seminars and books and papers and conferences and…’ How does objecting to (refusing) the curricular object and studying to object help us to distinguish “between liberal, social justice, critical and even ‘radical’ pedagogies that are capable of even remotely justifying, defending, or tolerating a proto-genocidal prison regime...and those attempts at abolitionist pedagogy” (Rodriquez, 2010, pp. 8-9)? Rather than seeking ‘new’ alternatives which could be taken as settler colonial thinking (‘inquiry as invasion’) that is (pre)occupied with trying to ‘discover new frontiers’ and ‘chart new territories’ (Tuck & Yang, 2014) we intend to contemplate a praxivism that can assist us to together imagine what is already here. This, to us, is very much in alignment with Denise Ferreira da Silva’s (2013) radical praxis and ‘knowing at the limits of justice’ which unsettles what is viewed as ‘the old’ but doesn’t attempt to reach for ‘the new’. We wonder how we can stay and move with the tensions and refuse the desire to run, roll, or turn toward a solution that merely reinstantiates the violence of the world as we know it. We excitedly intend this workshop to be a study session for destroying the world as we know it and thus plan that those who attend will leave with what da Silva (2017) calls ‘the unbearable precarity of intention.’
*We want to think together about such examples as the (un)timely movement to ‘decolonize the curriculum’ and how this is being appropriated by the university as a ‘curricular object’ itself, especially due to thinking decolonization as a metaphor (Yang & Tuck, 2012).
Critical Insurrections: Decolonizing Difficulties, Activist Imaginaries, and Collective Possibilities
University of British Columbia, Vancouver
Unceded Musqueam, Tsleil-Waututh, and Squamish Territory
June 21-24, 2018
This paper engages with and contributes to questions of ‘who is reformable?’ and ‘who is educable?’ through analyzing predominantly archival material which catalogue and store, but cannot contain the tensions and co-constitutions of disability and racialization in the context of the production of the nation state (Rachel Gorman, 2016). This is exemplified in educational documents and policies such as Course of Study handbooks which contributed to and influence the standardization and normalization of pedagogical practices. This includes the naturalization of foundational violences/brutalities that emerge out of and are constitutive of education and thus have the potential to reveal education as violence. Policies such as ‘disturbing schools’ and ‘zero tolerance’ disproportionately locate certain students (e.g. racialized as non-white, queer and/or students with disabilities) to be outside of normative and compulsory expressions/behaviors and deem them 'violent', 'deviant', ‘disturbed’ or ‘disturbing’ (Nirmala Erevelles, 2014; Alison Kafer 2013), increasingly and all-too-easily described as the ‘school-to-prison pipeline’ (Damien Sojoyner, 2016; Connie Wun, 2016). Yet, proposed solutions still continue to be based around reforming the same policies (policings) and practices that contribute to, establish and perpetuate the criminalization of students deemed incapable or unwilling to ‘pass’ (e.g. passing exams, passing as ‘normal’) (Fiona Kumari Campbell, 2008). We police ourselves and in turn become our own police force, our own policy makers when we both issue and respond to the ‘call to order’ (Stefano Harney and Fred Moten, 2013), to the call to ‘pass’. This paper is interested in failure. How violence comes to be known is formed and reformed by cultural discourses and imaginings created and circulated by administrative bureaucracies and school curriculum, inseparable from and present in the prison industrial complex (Dylan Rodriguez, 2010). With this, these considerations inform the question: what might happen when we redirect our focus to recognize the seemingly mundane violence implicit in the teaching act?
15th Annual Conference of the Canadian Disability Studies Association
May 27-29, 2018
University of Regina
Congress of the Humanities and Social Sciences
Thematic Stream: Negotiating Diversity
Keywords: Disability, Education, Violence, Policing
More details and a transcript of the paper can be found here: https://carceralgeography.com/conferences/2nd-international-conference-for-carceral-geography-11-12-dec-2017-university-of-birmingham/conference-programme-2017/5b-abolitionism-and-ethical-research/
Michael James Miller
Crossing Borders: Negotiation, Provocation, and Transgression
Birkbeck Institute Graduate Conference
Birkbeck, University of London 5-6th May 2017
Panel: Calls to (b)order: Dis-orderly conduct and the mis/measure of madness
The connection between deinstitutionalization and the ongoing criminalization of disability will be examined through the continuum of carceral and eugenic practices, reinforced partially through the disproportionate rates and measures of punishment for SEN students. These forms of (structural) violence that have taken part in the construction and maintenance of the school-to-prison pipeline – policies that patrol and criminalize students who cannot/will not fit an increasingly surveilled, controlled, and competitive school system – will be especially emphasized in the context of SEN students.
Michael J Miller
Carceral Geography Conference
Birmingham, UK
13 December, 2016
Session: Expanding the Carceral
Audio and text transcript: https://carceralgeography.com/conferences/conference-2016/
By (co)creating space where the mandated normative structure of the classroom (e.g. design, curriculum, student/teacher and student/student dynamics) is cripqueered, opportunities to first expose and challenge indoctrinated desires are opened up to later consider one’s own non-normative desires. Breaking down the power dynamic between teacher/student through the incorporation of something as (seemingly) simple as conversation (in the various ways that manifests) rather than the standard ‘banking model of education’ (Freire 1970) poses challenges and opportunities that a prefigurative approach will necessarily be emphasized.
Content Note: This presentation will include some talk of violence, as well as what some may consider coarse language.
Michael J Miller
Desiring Disability Symposium
23 November 2016
University of Sheffield
Module Leader: Dr China Mills
School of Education
University of Sheffield
December 2018
Module Conveners: Dr Michalis Kontopodis & Dr Katherine Runswick-Cole
School of Education
University of Sheffield
February 2018