ON RECOVERY AND ITS PLACE IN ACADEMIA FOR US Amberlee Green Mental Health Practitioner, Educator and Illustrator December 2021
This publication was created as part of the research carried out for my Academic Practice Postgraduate Certificate at UAL. An online workshop was carried out in December 2021 with the intention of populating this publication. All contributions from participants have been consented to and anonymised.
Amberlee Green is a Mental Health Adviser, Associate Lecturer and Illustrator in London. Following postgraduate study in the UCL Division of Psychiatry, her career centres around mental health promotion in academia and the link between of recovery & visibility. She has worked across both higher educational institutions and clinical settings. She currently works as a Mental Health Adviser and lectures in the Cultural & Historical Studies dept. at UAL. Of Jamaican heritage, her creative practice is rooted in personal identity and wellbeing, focusing on intersectionality and the soft narratives of black women. She is the founder of Line & Honey, an illustration studio that creates visual pieces, commission projects for other brands & workshop facilitation, with themes in visibility and representation.
developing a recoveryfocused approach as an antidote to the complex experiences of academics of colour: what can we learn from clinical recovery?
the problem I want to begin by considering the historical context here – in a Harvard Law Review paper published in 1989, Kennedy refers to the widespread message, instigated by white people, that black people were intellectually inferior. He describes this as being the most ‘hurtful, corrosive and influential’ of the many racially derogatory comments that have been said about us, as it was used as a rationale to deny us of education resources (Randall L. Kennedy, 1989). Students, writers and teachers were excluded in every context related to the academy.
the problem This can be directly linked to our current context, with infinite publications, academic papers and reports on: Going unrecognised, untrusted, and feeling like an outsider in your institution (Bhopal and Jackson, 2013)
Just that I think it is a struggle, it is a struggle. And you feel like you are constantly battling to fit in…it’s not that I am trying to be someone different, but maybe I am more conscious of it being visible, to show that I can fit in (Research Fellow).,,,Higher education institutions state a commitment to equality and diversity through their adherence to equality policies. However, there is limited evidence to assess the real impact of such policies. How the university structure is killing women of colour (Vest, 2013)
As a result, in cases where women of color professors transcend stereotypes, they will be bullied and harassed into states of physical and mental collapse such that their physical demise will ensure that they cannot retain the jobs that, after all, really do not belong to them. You can’t enjoy the fruits of tenure when you’re dead. (Vest, 2013) What happens when students use their privilege and self-entitlement to question your credibility to be their teacher (Lugo-Lugo, 2012)
Perhaps interested in seeing how I handled their classmate’s request, and thus how seriously they should take me, the students were as attentive as I had ever seen them…I finally concluded the exchange with the following statement: “and, regardless of who pays for my services, I am your professor, not your personal prostitute.” (Lugo-Lugo, 2012) On the conspiracy of silence surrounding racial inequality in predominantly white institutions (Stanley, 2006)
When members of the dominant group speak up, it has tremendous impact because the dynamics of power, positionality, and authority are attributes that can only serve to deepen dialogues and influence policy and decision making on diversity and social justice in our colleges and universities. Conversely, when members of the targeted group speak up, the cost for us is enormous because these same dynamics are not yet equitable. (Stanley, 2006)
the problem On the implications of there being very little librarians/archivists of colour (Hankins and Juárez, 2015)
No one ever says there are too many books on information literacy, digitization, Shakespeare, or a myriad of other concerns in the field of librarianship, so why should there not be as many books and articles about diversity? There is a stark need for a corpus of research on the subjects of diversity/multiculturalism: the professional, informational, and digital divide within the library/archival profession (Hankins and Juárez, 2015) Why academics of colour abandon HEI in the UK to work in academia overseas (Bhopal, Brown and Jackson, 2015)
Those who are most senior do look for reflections of themselves. And you see this happening, it’s so difficult, you see this happening every day at such a micro-level. You see who goes for coffee with whom. You see who gets the informal mentoring. You see who gets the offer of the opportunity to co-write. And these things happen…All those things add up. (Bhopal, Brown and Jackson, 2015) On the division and marginalisation that happens within communities when there are so few of you (Melton, 2013)
I was disappointed with them and with myself. I was disappointed with myself for making the old mistake of assuming that the common ground we shared as racial and ethnic minorities would put us on equal footing. Somehow, at that roundtable, this feminist had forgotten about gender. (Melton, 2013)
the approach Participatory Action Research Critical Participatory Action Research (CPAR involves research around social justice, where everyone has expertise. It involves those who are most critically impacted by social injustice, therefore it’s thought to be invalid to carry out research without these individuals. Fine, who plays a key role in CPAR, explains that it is usually for the purpose of developing theory, but it has the power to also facilitate policy change (Fine, 2016). Insight into how Participatory Action Research (PAR) is used in public health is also relevant. As public health issues can be particularly complex, it is important to create a space that allows for everyone who is directly affected by the issue to contribute uniquely, bringing what is representational of their expertise into the room. The adverse effect on mental health that the experiences of HE can have on staff of colour could easily be seen as a public health issue – the aforementioned review of the literature/stories that span the UK and the US illustrates this well. ‘Context-specific research’ is importnt – if designing a program to prevent an issue, we must take the unique context in which the issue arose in order to design an appropriate solution (Fletcher, 2013). The core commitments of CPAR can be considered from an epistemological point of view – it’s a way of thinking, not specifically a research method. In the aforementioned lecture, Fine described some of the features she felt were key to adopting a CPAR approach (Fine, 2016), which I have developed into my own rules of engagement to keep in mind throughout my design and delivery process:# o Expertise is widely distributed o Aim to develop a shared understanding of the topic; pool everyone’s knowledge so everyone in the room has access to it. Then share the evidence to which that knowledge is based on ▪ I could use pictures, articles, anecdotes o Research is situated in history, theory, and action – ambitious but doable, especially when closing inequality gaps o Data and evidence belong to everyone; leave behind an archive of evidence for everyone to access.
the approach Reflective questions Considering whether recovery has a place in academia a conversation that needs scaffolding, allowing us to answer questions that allow reflection so we can come to come to their own conclusions. Multifaceted questions need space for new thoughtful insights, growth and innovative idea generation. Whilst this can be done independently, reflection on complex learning like this can be enhanced when done with others (Costa and Kallick, 2008).
Kolb, as referenced in (Roberts, 2008) describes the learning cycle:
Experience leads to observation, reflection about that experience, and ultimately the development of new insights or conclusions which shape different action in the future.
Putting reflection and peoples’ experiences at the centre of learning could be intrinsically linked to action research – it leads to action. The approach to this project views participants as active producers/collaborators, as opposed to simply consuming knowledge with a distant view of ‘making time’ to consider its applications later (Costa and Kallick, 2008). With something as personal as recovery and its applications to each persons experience, seeing reflection and action research as complimentary is crucial. Also in Roberts (2008)
Continuous learning in practice occurs through reflection-in-action (thinking on one’s feet) as well as reflection-on-action (thinking upon completion of a project or particular activity).
To begin this workshop ON RECOVERY, we discussed (as a whole group) what our positionality was, considered our complexities and introduced the term recovery as it relates to us personally
complexity In the workshop, we created complexity statements – these are main themes: Higher Education Institutions are….
Aligned with me because: Personal opportunity Feeling inspired to bring vision to life Wanting to make an impact and evoke change Institution recognising the importance of EDI The power of education to innovate and facilitate societal transformation The community it creates
Complex because: Lack of resources HE traditions/problematic pasts Feeling powerless Wanting to live a fulfilled life (accessibility too) Feeling isolated, othered or unsafe Misrepresentation Lack of accessibility
I am a research orientated individual but the complexity arises because racism is irrational. HEI feel aligned with me because they value the importance and need for Equality, Diversity & Inclusion but the complexity arises when I consider the current archaic structures that I have to work through to begin a cultural change. HEI feel aligned with me because they approved the 8 vision statements for decolonising the university. The complexity arises when I want others to be involved in the work, not just me, and I want money and resources to do the work successfully HEI feel aligned with me because it offers opportunity through education. The complexity arises when cultural barriers prevent progression for people of colour. Ambition because I felt it was the place I could make most impact - and a natural progression after teaching at other levels of education. The complexity arises when it seems that the higher up that I go, the less power I have to make change. I also just want to live - and have the same carefree life that others seem to have.
complexity
HEI feels aligned with me because I am a college graduate and I like being around an international group of students,, but the complexity arises when I consider the overwhelming white space I am in that I increasingly resent having to fit into. HEI feels aligned with me because I believe in the ability of education to facilitate self actualisation and societal change. The complexity arises when I consider how this has been used in the past and the cost of that journey. HEI feel aligned with me because they are apparently places which champion equality and diversity but the reality for people of colour is very different from the Equality, Diversity & Inclusion statements, policies etc. It is style over substance. It feels aligned with me because at least it changes one person, that is good enough and the complexity is that working so hard is another form of slavery as nothing changes and I burn out.
complexity
HEI feels aligned with me because of the shared values of learning, teaching, research, and broadening and deepening minds and worldviews. But the complexities arise when my chronic, long-term health issues - in part due to past and ongoing experienced of microaggressions - make it difficult to participate on the HEI's terms. How do I contribute to change when the system feels too big, too entrenched - and my capacities are increasingly limited? HEI feel aligned with me because it has always been my vision to bring holistic approach to arts education, that is to support and develop the next generation of creative artists, and to build a healthier and more sustainable industry for everyone. BUT the complexity arises when I have to be operated under certain style of management, with such trauma and triggers, within the institution and working environment that I don't feel safe, valued, or cared for. There are many examples that I can share beyond these 2 sentences (e.g. Workload planner, bullies and intimidation, HR situation, teaching remission, overrecruitment, the list goes on, phased-return negotiation)
complexity
on recovery In mental health services, we consider recovery as a holistic process that encourages an individual to keep their wants, values and goals at the centre of their experience – it’s an ongoing process, therefore allowing someone to identify what a fulfilled life means for them. “...a set of values about a person’s right to build a meaningful life for themselves, with or without the continuing presence of mental health symptoms. Recovery is based on ideas of self-determination and selfmanagement. It emphasizes the importance of ‘hope’ in sustaining motivation and supporting expectations of an individually fulfilled life” (Making recovery a reality, Shepherd et al., 2008.)
As laid out in the ‘Recovery is for all’ report (SLaM NHS Trust and SWLSTG NHS Trust, 2010) it includes: -
Hope; it sustains motivation and future oriented thinking
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Agency; having a sense of control, and involves having choice, responsibility and an ability to self-manage
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Opportunity; social inclusion and participation in wider society/community. To be a valued member that can contribute to and have access to opportunity
What is also important about recovery is that the individual feels able to do the ‘recovery work’ themselves. Recovery cannot happen to someone; mental health services/professionals in healthcare (or in our case HEI/senior management in Academia) cannot make a person or community recover. So if that’s the case, what do we do with our knowledge of what recovery is? How could it apply to us personally? How could it apply to HEI? “our primary interest should be to take the principles and concepts of Recovery and to look at ways in which our practices and services could be orientated to facilitate Recovery in the people who use them” (SLaM NHS Trust and SWLSTG NHS Trust, 2010)
(Making recovery a reality, Shepherd et al., 2008.)
Recovery is a balance of mind busyness, body energising and soul nourishment – it’s personal. Needs a collective to collaborate to do action – work Restoration Recovery - to cover again what was uncovered or laid bare, exposed and destroyed. Then go beyond - restore, reset, redistribute, revive
personal definitions what does recovery mean to you?
I am not particular fond of the term 'recovery' as it's often used in association with the addiction recovery programme. Also, the term is a constant reminder to me that I was 'broken' or 'injured'. It also emphasises my inner critical parental voice that shouts 'there is something wrong with you'! In the context of HEI, it means that something has been done to me that makes it necessary for me to recover. Recovery for me means reclaiming what is necessary for me to prioritize what's important to me in this life since I will not get another. Recovery is about movement. Nourishing, ongoing, cyclical movement towards living and thriving on shared, mutual terms. Recovery is about building resilience in mind and body, in structures and systems that are flexible enough to adapt, change, improve.
digging deeper If recovery were to exist in higher education, it would need to be weaved into the systems and processes that are currently entrenched with systemic injustice. Where do we start? During this workshop ON RECOVERY, we considered in groups how we might define recovery more broadly in HE, what the elements of recovery would be, and lastly, imagined what recovery would look like in the real world. Three independent groups explored three separate questions around this.
on a new definition A small group of participants were asked to come up with an inclusive definition of ‘recovery’ for a HEI environment that bears our positionality and complexities in mind:
Personal – balance, less busyness of mind, improve energy of body and nourished soul. Work - a collective collaborating to do the hard work of antiracist, antidiscrimination, justice and liberatory work Recovery: finding it within one's self and with individual and not relying on the institution. Dialectic discussions: Regarding recovery that happens outside of the university ‘for the people, with the people’ vs. Recovery could be tied up doing justice and liberation work with easy access to all types of resources, finances and people
on it’s elements A small group of participants were asked to design their own recovery wheel. They were asked: what are the key components needed for our recovery in a higher education setting?
Rhythm Iterative [like an infinity symbol] Cyclical - but like a colour wheel Attuned - with oneself and one another
Connection Restoration Flexible Future goals Creative Integration - redefining self Centeredness
(spin it all and we've got 'sanity' as a dot in the centre)
let’s imagine This group were introduced to the ‘miracle question’ - a tool used in therapeutic interventions:
If, in an alternate universe, you woke up to ‘recovery’ permeated into every level of your institution and the wider HE industry (hence this being a miracle!)… How would you know? What would you see at each level?
let’s imagine Opportunity for mentorship and line management that enables space for discussion, reflection, self assessment.
Discerning your needs and personal development - Individual recovery
The onus being removed from people of colour to have the answers - individual, local and institutional recovery
Our white counterparts having an inclusivity skillset rather than us having to make everyone aware of it - it should come naturally.
Everyone taking responsibility at an institutional level for true recovery
Cultural tax work - recognised through remuneration, promotion, training and capacity building etc.
INDIVIDUAL RECOVERY LOCAL RECOVERY INSTITUTIONAL RECOVERY
to close Where does that leave us? Is there room for recovery to exist in higher education spaces? Who would need to be involved in creating a recovery-focused academic environment? What would you personally need, in order to feel that recovery is possible in your localised work in higher education? Could an understanding of recovery be explored in student facing conversations as well? What else would complement this work in higher education? What would be the first step?
reflection Space to take notes or add any further reflections
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Questions or thoughts: a.j.green@arts.ac.uk