Maddening the English Department Towards Liberatory Mad Future(s)

Abstract

This article addresses the problematic history of ableism and sanism within English departments, most notably through practices of canonization and publication that perpetuate epistemic injustice and violence against Mad people, particularly Mad authors and/or storytellers. It also highlights how the inclusion of Mad literature within English departments does not necessarily entail the recognition of Mad knowledge(s) or the disruption of sanist epistemic injustice because Mad literature has also been historically appropriated, sanitized, and/or co-opted. Nevertheless, the article also explores how Mad studies has disrupted the academy and considers possibilities for how the English discipline might more explicitly engage with Mad studies praxis to create more emancipatory and liberatory futures for Mad scholars, Mad students, and Mad storytellers. As a result, the article aims to both challenge sanism within the discipline of English and think of how to Madden the English department to instead become a space that fosters and celebrates Mad storytellers, and, as a result, Mad knowledge(s).