(no paper is attached to this workshop)

This article examined the critique that social work curriculum, taught through an Anti-oppressive approach (AOP), excludes mental health from its critical analysis. I attempted to fill the gap of existing literature as well as enhance critical analysis by weaving in a reflexive thread, which depicts my experience as a Mad student, Mad lecturer and a Mad citizen. My experience as a Mad social work student has greatly informed my critique of the dominant discourse with respect to social work practice with the Mad community. While learning about practice perspectives from an anti-oppression framework I have often found myself confused as to why the knowledge and experience of the Mad person is not valued within the classroom or the current literature. This article had provided support, both with existing literature and reflexive knowledge, to my assertion that change is needed in the way in which social work curriculum talks about, presents and analyzes madness. The article reviewed the contradictory practice in seemingly critical social work curriculum of heavily relying on the biomedical discourse and in response offered space for a discussion on how social work could be a more effective ally to the Mad community. Through this article I attempted to address the current discrimination against Mad people that social work curriculum continues to perpetuate.