The pedagogy of saneness: a schizoaffective storying of resisting sane pedagogy

Abstract

This article is an autoethnographic account of a ‘schizoaffective’ sufferer learning about and navigating the environs of saneness as a graduate student resisting traditional sane pedagogic structures. Culling from theories found in adult education, Whiteness Studies, and Mad Studies to show that saneness can be conceptualized as a site of critical pedagogy, the author narrates numerous ways in which saneness is embedded in schools and society. In addition, he describes how sane performativity is taught and made educational by inducting a new notion into educational studies: the pedagogy of saneness.

Keywords:

• Adult education
• autoethnography
• pedagogy of saneness
• mad studies
• sane supremacy

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Greg Procknow is an independent researcher. His work examines sanism/ableism in human resource development (HRD) and Adult education, sane privilege, sane supremacy, and sanism in the community, workplace, and in academia.