Sane-heteroprofessionalism and knowledge production: queering and m/Maddening preservice professional programs.
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| Title: | Sane-heteroprofessionalism and knowledge production: queering and m/Maddening preservice professional programs. |
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| Authors: | Davies, Adam W. J.1 (AUTHOR) adam.davies@uoguelph.ca, Mizzi, Robert C.2 (AUTHOR), Greensmith, Cameron3 (AUTHOR), Cosantino, Jersey4 (AUTHOR) |
| Source: | Pedagogy, Culture & Society. Aug2025, Vol. 33 Issue 4, p1495-1513. 19p. |
| Subject Terms: | *Postsecondary education, *Higher education, Social control, Queer theory, Critical analysis |
| Abstract: | This article theorises the concept of sane-heteroprofessionalism as a regulatory mechanism operating at the intersections of sanism, cis-heteronormativity, and other structural oppressions within pre-service post-secondary education programmes. Building upon existing discussions of heteroprofessionalism, we examine how sane-heteroprofessionalism functions to govern m/Mad, queer, and trans knowledge and subjectivities within these programmes, positioning professionalism as a tool of social control. We advocate for future critical analyses of sane-heteroprofessionalism to explore how notions of professional competency and regulation systematically marginalise queer, m/Mad, and trans perspectives among faculty, students, and instructors in higher education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article theorises the concept of sane-heteroprofessionalism as a regulatory mechanism operating at the intersections of sanism, cis-heteronormativity, and other structural oppressions within pre-service post-secondary education programmes. Building upon existing discussions of heteroprofessionalism, we examine how sane-heteroprofessionalism functions to govern m/Mad, queer, and trans knowledge and subjectivities within these programmes, positioning professionalism as a tool of social control. We advocate for future critical analyses of sane-heteroprofessionalism to explore how notions of professional competency and regulation systematically marginalise queer, m/Mad, and trans perspectives among faculty, students, and instructors in higher education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14681366 |
| DOI: | 10.1080/14681366.2024.2418096 |
