English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

As a Mad person affiliated with Mad/psychiatric survivor/disability movements, participating in pedagogical partnerships over the past four years has been confusing and ethically fraught. Through engagement with the scholarship on Students as Partners (SaP) practice in higher education, the emerging discipline of Mad(ness) Studies, and my own experiences as a ‘partner’ on various projects, this paper seeks to synthesize a Mad politics of student-staff partnership in the academy. These politics are explored through four themes: (1) Equity? Attention to power dynamics and resulting trauma; (2) Interpersonal concord and consensus? Anger, conflict and collective action; (3) Mutual collaboration? Independence and survivor-led/controlled initiatives; (4) Inclusion? Partnership barriers and possibilities for Mad/disabled students. I end by proposing a politics of respectful distrust as Mad Studies and Mad/disabled people further explore opportunities for coalition-building and alliance with SaP colleagues.

Respectfully distrusting ‘Students as Partners’ practice in higher education: applying a Mad politics of partnership