Document Type

Open Access Article

Author Biography

sarah madoka currie (@kawaiilovesarah) is a doctoral candidate working between the lines of critical disability studies, mad studies, social work practice, and critical university studies. She has given more than forty workshops, invited talks and conference presentations on mad-positive pedagogy, universal design for learning strategy, facilitation training, disability rhetoric, and applying equity, diversity, and inclusion practice. She writes occasionally for open-access venues like this one and tries her best to keep her three cats off the keyboard.


Bibliography can be reconstructed to privilege the imaginaries of radicals that are “lesser known.” The dis-visibilizing of marginalized neurodiverse scholars and theorycrafters has much in common with the institutionalization approaches that constrict and model obstructed life for neurodivergent bodyminds. In a proposal for mad citation practice, a series of hopeful strategies for nonretrofitted inclusivity and authorial diversity are constructed for the reader instead, which bear similarities to feminist and disabled care practices: explicit permission-setting, naming ontology, lived or living experience validity, commentary or subscript authorization, visibilized quotation selection, draft approval, and cocollaborator approvals all form the basis of a radically collaborative citation methodology that seeks to generate roundtable-format conversations in print, ones that are self-selected within mad communities and feature a heavy roster of neurodivergent or disabled scholars, artists, and authors. In mad citation, the draft writer is less the “manuscript author” and more equivalent to a “conversation facilitator,” charged with weaving the myriad kaleidoscopic voices of the movement they seek to represent. This refiguring of the author/collaborator and reader/writer valences are central to a citation futurity that situates power not in the hands of the scholar holding the pen but in the hands of the collective they seek to speak with.

(Included in the issue section "Bibliographic Knowledge(s))