Teaching with madness/'mental illness' autobiographies in postsecondary education: ethical and epistemological implications

This paper presents a critical interpretive synthesis of 53 articles describing the pedagogical use of madness/'mental illness' autobiographical narratives in postsecondary education. Focusing on instructor intentions and representations of student learning outcomes, findings indicate that narratives are most commonly used as 'learning material' to engage students in active learning, cultivate students' empathy, complement dominant academic/professional knowledges, illustrate abstract concepts and provide 'real'-life connections to course content. This paper contributes to a conversation across the intellectual traditions of Mad studies, medical humanities, educational research, stigma reduction and service user involvement to interrogate pedagogical uses of autobiographical narratives that remain in uncritical educational terms rather than as a matter of justice for Mad communities. While teaching with narratives will not inevitably result in social justice outcomes, thoughtful engagement with the ethical and epistemological considerations raised throughout this review may increase this possibility by shifting when, why and how we teach with autobiography.

Recommendations for working from home during the COVID-19 pandemic (and beyond)

BACKGROUND

There is a growing trend around the globe for having more people working from home, particularly in the current COVID-19 pandemic. Although it is widely implemented in a number of countries and types of companies, it has shown to have multiple challenges.

METHODS

In this article, we provide several recommendations on how to work from home, incorporating information from several publications.

RESULTS

The suggestions are: create routines, be organized, have an adequate home office, enhance your productivity, be responsible, avoid extreme multitasking, facilitate communication and networking, be balanced, use available computer programs and platforms, be creative with remote teaching, explore options for remote research and learn from the challenges.

CONCLUSIONS

These recommendations would help students, professors and researchers around the globe during the current COVID-19 pandemic, and beyond.

Collaboration in the design and delivery of a mental health Recovery College course: experiences of students and tutors

BACKGROUND

Recovery Colleges address mental health challenges using an educative approach underpinned by a collaborative recovery orientated philosophy. Research has been limited with no studies identified reporting research on the design and delivery of a specific course.

AIMS

To understand how Recovery College students and tutors experience the design and delivery of a mental health Recovery College course, specifically the "'Building Resilience" course.

METHOD

Thematic analysis of qualitative data related to the experience and process of collaboration in recovery college course design and delivery. Data included 13 qualitative individual interviews with course students and tutors and "naturally occurring" data generated through course preparation and delivery.

RESULTS

Findings drew attention to the centrality of: prior experience and design related to students, tutors and the course structure; co-delivery related to tutors and co-learner impacts; and to the course methods and environment.

CONCLUSIONS

Commitment to collaboration in design and delivery of Recovery College courses can mobilise the diverse experiences and expertise of tutors and students. The environment and methods of learning have a significant impact and should be considered alongside content. Boundaries between people and areas of knowledge and experience that arise can be viewed as sources of creativity that can enrich courses.