M Karmiris
Biographic Data
| ID | 55556 |
|---|---|
| NAME | M Karmiris |
| GIVEN NAMES | M |
| FAMILY NAME | Karmiris |
| SIGNATURE | KARMIRIS M |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-4589-6547 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Mad Dreaming with SF: A Plea to Educators to Create Spaces for Reimagined/Transformative Futures
This paper invites educators to engage in Mad dreaming with SF. Mad dreaming with SF is conceptualized at the intersections of Mad Studies, Critical Disability Studies (CDS), decolonial studies and posthumanism. This interdisciplinary approach is intended to offer an urgent provocation to educators to stop reproducing western colonialism in its current neoliberal iteration. Through a contestation of the western colonial notion that progress and d…
ABCs unravelled: The time and timing in calls for behavioural change
District School Boards across the Global North (which includes my own school board in Toronto, Canada) implement behaviour management policies that remain situated within discourses and practices of developmental and behavioural psychology. The ABC chart (Antecedent, Behaviour and Consequence) is one key aspect of these behaviour management policies as it aims to document the timing, frequency, intensity and duration of behaviour characterized as…
Cripping the Story of Overcoming: An Analysis of the Discourses and Practices of Self-Regulation in Early Childhood Education and Care (Ecec)
This paper applies crip theory (McRuer, 2006, 2018) as well as other key conceptual tools from disabled childhood studies (Runswick-Cole et al., 2018) and disability studies in education (Cousik & Maconochie, 2017) as a tactic intended to question and resist the story of overcoming as it manifests itself within the discourses and practices of self-regulation in early learning classrooms. This paper offers a brief overview of the range of self-reg…
Reading silences/silent readings: Disrupting the hegemony of voice in research with disabled children
By referring to an example from my doctoral research with children labeled and diagnosed with intellectual disabilities, I make a case for the ways that reading silences and silent readings within research are not only necessary but integral to refusing the claims of western colonial logics while also attending to the circulation of power imbalances within research processes. One of the key aims is to consider how embodied knowledges might increa…
Consent as a relational engagement with children with intellectual disabilities—ethical conundrums and possibilities
This paper aims to foreground the persistent ethical conundrums within the process of engaging children labeled with intellectual disabilities in the research process. I consider what happens when researchers are embedded within and committed to sustaining relationships with disabled children? I explore the possibilities of the enactment of consent as an ongoing negotiation between researcher and research participants. I contend that resisting an…
Cripistemologies and resisting the calls to return to normal
The purpose of this article is to engage crip theory in a critical analysis of the calls within elementary education for a return to normalcy. I seek to question the ways Covid-19 has reinforced orientations towards normalcy by asking where normalcy went and how the calls for its return reveal the fundamental limits of inclusion within schools. Uses of the terms normalcy, normal, and normative within the context of this article refer to the mythi…
The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality
By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’…
No place like home? – Care and disability in the inclusive elementary classroom – A consideration of the Ethical Conundrums amidst disorienting intersubjective encounters
In order to trouble the rhetoric of caring spaces like home that are taken for granted in schools, I consider how the western neoliberal subject remains tethered to normalcy in ways that sustain practices of conditional inclusion. I My aim is to persist in questioning normalcy, while also endeavouring to reimagine distinctly different relational encounters amidst embodied differences. The first part of this paper will consider how current inclusi…
Consent as a relational engagement with children with intellectual disabilities—ethical conundrums and possibilities
This paper aims to foreground the persistent ethical conundrums within the process of engaging children labeled with intellectual disabilities in the research process. I consider what happens when researchers are embedded within and committed to sustaining relationships with disabled children? I explore the possibilities of the enactment of consent as an ongoing negotiation between researcher and research participants. I contend that resisting an…
Reading silences/silent readings: Disrupting the hegemony of voice in research with disabled children
By referring to an example from my doctoral research with children labeled and diagnosed with intellectual disabilities, I make a case for the ways that reading silences and silent readings within research are not only necessary but integral to refusing the claims of western colonial logics while also attending to the circulation of power imbalances within research processes. One of the key aims is to consider how embodied knowledges might increa…
No place like home? – Care and disability in the inclusive elementary classroom – A consideration of the Ethical Conundrums amidst disorienting intersubjective encounters
In order to trouble the rhetoric of caring spaces like home that are taken for granted in schools, I consider how the western neoliberal subject remains tethered to normalcy in ways that sustain practices of conditional inclusion. I My aim is to persist in questioning normalcy, while also endeavouring to reimagine distinctly different relational encounters amidst embodied differences. The first part of this paper will consider how current inclusi…
The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality
By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’…
Consent as a relational engagement with children with intellectual disabilities—ethical conundrums and possibilities
This paper aims to foreground the persistent ethical conundrums within the process of engaging children labeled with intellectual disabilities in the research process. I consider what happens when researchers are embedded within and committed to sustaining relationships with disabled children? I explore the possibilities of the enactment of consent as an ongoing negotiation between researcher and research participants. I contend that resisting an…
Cripistemologies and resisting the calls to return to normal
The purpose of this article is to engage crip theory in a critical analysis of the calls within elementary education for a return to normalcy. I seek to question the ways Covid-19 has reinforced orientations towards normalcy by asking where normalcy went and how the calls for its return reveal the fundamental limits of inclusion within schools. Uses of the terms normalcy, normal, and normative within the context of this article refer to the mythi…
Reading silences/silent readings: Disrupting the hegemony of voice in research with disabled children
By referring to an example from my doctoral research with children labeled and diagnosed with intellectual disabilities, I make a case for the ways that reading silences and silent readings within research are not only necessary but integral to refusing the claims of western colonial logics while also attending to the circulation of power imbalances within research processes. One of the key aims is to consider how embodied knowledges might increa…
Cripping the Story of Overcoming: An Analysis of the Discourses and Practices of Self-Regulation in Early Childhood Education and Care (Ecec)
This paper applies crip theory (McRuer, 2006, 2018) as well as other key conceptual tools from disabled childhood studies (Runswick-Cole et al., 2018) and disability studies in education (Cousik & Maconochie, 2017) as a tactic intended to question and resist the story of overcoming as it manifests itself within the discourses and practices of self-regulation in early learning classrooms. This paper offers a brief overview of the range of self-reg…
Mad Dreaming with SF: A Plea to Educators to Create Spaces for Reimagined/Transformative Futures
This paper invites educators to engage in Mad dreaming with SF. Mad dreaming with SF is conceptualized at the intersections of Mad Studies, Critical Disability Studies (CDS), decolonial studies and posthumanism. This interdisciplinary approach is intended to offer an urgent provocation to educators to stop reproducing western colonialism in its current neoliberal iteration. Through a contestation of the western colonial notion that progress and d…
ABCs unravelled: The time and timing in calls for behavioural change
District School Boards across the Global North (which includes my own school board in Toronto, Canada) implement behaviour management policies that remain situated within discourses and practices of developmental and behavioural psychology. The ABC chart (Antecedent, Behaviour and Consequence) is one key aspect of these behaviour management policies as it aims to document the timing, frequency, intensity and duration of behaviour characterized as…
Sociology (7 works) · Children's Rights and Participation (5 works) · Disability Rights and Representation (5 works) · Gender Studies (5 works) · Political science (5 works) · Psychology (5 works) · Epistemology (4 works) · Gender Studies (4 works) · Law (4 works) · Pedagogy (4 works)