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Fady Shanouda

Postdoctoral Research Fellow

School of Health Sciences

Contact details

Address

Fady Shanouda City, University of London
Northampton Square
London EC1V 0HB
United Kingdom

About

Overview

Fady Shanouda (he/him) holds a PhD in Public Health Sciences from the University of Toronto. His main research interests are in disability and mad studies; Deleuzian and feminist new materialism; post-qualitative and decolonizing methodologies; and the scholarship of teaching and learning.
Fady's research has always focused on education - the education we receive within formal institutions - schools, colleges, universities - as well as the education we learn from moving around the world in different bodies - mad, disabled, queer, crip, fat, etc.

He is interested in research the explores how institutions come to understand and constrain bodies of difference, and how individuals - alongside other people and things - learn about themselves and start to resist, and even create different configurations of what's possible. Currently, he is a SSHRC Postdoctoral Fellow at City, University of London researching the tech-based solutions that have emerged in response to international students’ mental health in the UK, and globally.

Qualifications

  1. PhD, University of Toronto, Canada, 2013 – 2019

Employment

  1. Postsecondary Standards Development Committee, Accessibility Directorate of Ontario, 2017 – 2020
  2. Course Instructor, University of Toronto, 2016 – 2019
  3. Course Instructor, Ryerson University, 2015 – 2019

Publications

Publications by category

Chapters (2)

  1. Shanouda, F. (2019). The Violent Consequences of Disclosure … and How Disabled and Mad Students Are Pushing Back. In Whitburn, B. and McMaster, C. (Eds.), Disability and the University: A Disabled Students’ Manifesto Bern, Switzerland: Peter Lang US.
  2. The Routledge History of Disability. In Routledge.

Journal articles (6)

  1. Shanouda, F. and Spagnuolo, N. (2021). Neoliberal methods of disqualification: a critical examination of disability-related education funding in Canada. Journal of Education Policy, 36(4), pp. 530–556. doi:10.1080/02680939.2020.1712741.
  2. Snyder, S.N., Pitt, K.-.A., Shanouda, F., Voronka, J., Reid, J. and Landry, D. (2019). Unlearning through Mad Studies: Disruptive pedagogical praxis. Curriculum Inquiry, 49(4), pp. 485–502. doi:10.1080/03626784.2019.1664254.
  3. Shanouda, F. and Yoshida, K. (2019). Playing with Normalcy: A Disability Material Culture Analysis. The Review of Disability Studies (RDS): An International Journal, 15(2), pp. 1–19.
  4. Spagnuolo, N. and Shanouda, F. (2017). Who counts and who is counted? Conversations around voting, access, and divisions in the disability community. Disability & Society, 32(5), pp. 701–719. doi:10.1080/09687599.2017.1324765.
  5. Yoshida, K.K. and Shanouda, F. (2015). A culture of silence: modes of objectification and the silencing of disabled bodies. Disability and Society, 30(3), pp. 432–444. doi:10.1080/09687599.2015.1019042.
  6. Yoshida, K.K., Shanouda, F. and Ellis, J. (2014). An education and negotiation of differences: the 'schooling' experiences of English-speaking Canadian children growing up with polio during the 1940s and 1950s. Disability and Society, 29(3), pp. 345–358. doi:10.1080/09687599.2013.823080.