Chris Chapman
Associate Professor
Graduate Program Director
Co-Chair, SexGen York
Office: Ross Building, S852
Phone: (416) 736-2100 Ext: 23082
Email: chap@yorku.ca
Degrees
Doctor of Philosophy, Sociology and Equity Studies in Education, Ontario Institute for Studies in Education at the University of TorontoMagisteriate of Social Work, University
Bachelor of Social Work, Dalhousie University
Appointments
Faculty of HealthChapman, C. & A.J. Withers. A Violent History of Benevolence: Interlocking Oppression in the Moral Economies of Social Working. Toronto: University of Toronto Press.
L. Ben-Moshe, C. Chapman, & A.C. Carey (Eds). Disability Incarcerated: Imprisonment and Disability in the United States and Canada. New York: Palgrave Macmillan.
C. Chapman, J. Poole, R. Ballen, and J. Azevedo. ‘A Kind of Collective Freezing-out:’ How Helping Professionals’ Regulatory Bodies Create ‘Incompetence’ and Increase Distress. In Burstow, B. (Ed.) Psychiatry Interrogated: An Institutional Ethnography Anthology (pp. 63-95). New York: Palgrave Macmillan.
Becoming perpetrator: How I came to accept restraining and confining disabled Aboriginal children. In Burstow, B., B. LeFrancois, & S. Diamond (Eds.), Psychiatry Disrupted: Theorizing Resistance and Crafting the (R)evolution, pp. 16-33. Montréal: McGill-Queen’s University Press.
C. Kelly & C. Chapman. Adversarial allies: Care, harm, and resistance in the helping professions, Journal of Progressive Human Services, 26(1), 46-66.
Cultivating a troubled consciousness: Compulsory sound-mindedness and complicity in oppression, Health, Culture and Society 5(1): 182-198.
C. Chapman, N. Hoque, & L. Utting. Fostering a personal-is-political ethics: Reflexive conversations in social work education, Intersectionalities, 2: 24-50.
Colonialism, disability, and possible lives: The residential treatment of children whose parents survived Indian Residential Schools, Journal of Progressive Human Services, 24(2): 127-158.
Resonance, intersectionality, and reflexivity in critical pedagogy (and research methodology), Social Work Education: The International Journal, 30(7): 723-744.
Dilemmas about ‘taking responsibility’ and cultural accountability in working with men who have abused their female partners, International Journal of Narrative Therapy and Community Work, (4): 58-62.
Degrees
Doctor of Philosophy, Sociology and Equity Studies in Education, Ontario Institute for Studies in Education at the University of TorontoMagisteriate of Social Work, University
Bachelor of Social Work, Dalhousie University
Appointments
Faculty of HealthAll Publications
C. Chapman, J. Poole, R. Ballen, and J. Azevedo. ‘A Kind of Collective Freezing-out:’ How Helping Professionals’ Regulatory Bodies Create ‘Incompetence’ and Increase Distress. In Burstow, B. (Ed.) Psychiatry Interrogated: An Institutional Ethnography Anthology (pp. 63-95). New York: Palgrave Macmillan.
Becoming perpetrator: How I came to accept restraining and confining disabled Aboriginal children. In Burstow, B., B. LeFrancois, & S. Diamond (Eds.), Psychiatry Disrupted: Theorizing Resistance and Crafting the (R)evolution, pp. 16-33. Montréal: McGill-Queen’s University Press.
Chapman, C. & A.J. Withers. A Violent History of Benevolence: Interlocking Oppression in the Moral Economies of Social Working. Toronto: University of Toronto Press.
L. Ben-Moshe, C. Chapman, & A.C. Carey (Eds). Disability Incarcerated: Imprisonment and Disability in the United States and Canada. New York: Palgrave Macmillan.
C. Kelly & C. Chapman. Adversarial allies: Care, harm, and resistance in the helping professions, Journal of Progressive Human Services, 26(1), 46-66.
Cultivating a troubled consciousness: Compulsory sound-mindedness and complicity in oppression, Health, Culture and Society 5(1): 182-198.
C. Chapman, N. Hoque, & L. Utting. Fostering a personal-is-political ethics: Reflexive conversations in social work education, Intersectionalities, 2: 24-50.
Colonialism, disability, and possible lives: The residential treatment of children whose parents survived Indian Residential Schools, Journal of Progressive Human Services, 24(2): 127-158.
Resonance, intersectionality, and reflexivity in critical pedagogy (and research methodology), Social Work Education: The International Journal, 30(7): 723-744.
Dilemmas about ‘taking responsibility’ and cultural accountability in working with men who have abused their female partners, International Journal of Narrative Therapy and Community Work, (4): 58-62.
