A new article published in Theory & Psychology investigates how the dominant narratives of people with a diagnosis of schizophrenia (PWDS) are constructed in Introductory Psychology (IP) courses and textbooks and the major consequences that arise from omitting their voices from these texts.
The authors, Jessica Senior and Andrea LaMarre, conducted a Foucauldian Discourse Analysis on six IP textbooks assigned in New Zealand and Australia and identified the following three discursive constructions of schizophrenia: object-for-study, social problem, and unrecoverable illness. Additionally, they used a MAD studies theoretical framework in their analyses to show how it can be utilized to reframe the traditional and oppressive narratives embedded in these texts.
“These discursive constructions position PWDS as passive recipients of biomedical treatment who require control and containment: interventions that must be undertaken by particular kinds of experts.”
They emphasize the consequences of neglecting the subjectivity of PWDS and omitting their lived experience and voices from textbooks and research, stating: