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Sane-Heteroprofessionalism and Knowledge Production: Queering and m/Maddening Preservice Professional Programs

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Bibliographic Details
Title: Sane-Heteroprofessionalism and Knowledge Production: Queering and m/Maddening Preservice Professional Programs
Language: English
Authors: Adam W. J. Davies (ORCID 0000-0002-9169-4997), Robert C. Mizzi, Cameron Greensmith, Jersey Cosantino
Source: Pedagogy, Culture and Society. 2025 33(4):1495-1513.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Professionalism, Preservice Teacher Education, Sexual Orientation, Higher Education, Social Bias, Mental Disorders, Developmental Psychology
DOI: 10.1080/14681366.2024.2418096
ISSN: 1468-1366
1747-5104
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494033
Database: ERIC
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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.
ISSN:1468-1366
1747-5104
DOI:10.1080/14681366.2024.2418096