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Contact Information

Contact

Postal Address

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

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. Yoshida, K.K., Ferguson, S. and Shanouda, F. (2017). Breaking the rules: Summer camping experiences and the lives of Ontario children growing up with Polio in the 1940S and 1950S. The Routledge History of Disability (pp. 455–484). ISBN 978-1-138-19357-4.

Journal articles (6)

  1. Shanouda, F. and Spagnuolo, N. (2020). Neoliberal methods of disqualification: a critical examination of disability-related education funding in Canada. Journal of Education Policy pp. 1–27. 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 and 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.