Neutralizing Political Action with Education – a call to return to roots of resistance
Notice bibliographique
Résumé
This proposed paper aims to contribute to developing a theory of the purposes and effects of a semi-professional education program for mental health workers and addictions counselors. I draw for this paper first upon my experiences as a feminist activist, and as a mental health worker. Now I am an academic and teacher in both a teacher education program in a research-intensive university and an instructor in a mental health worker and addictions counselor program in a private vocational college. Teaching in both a professional program (the teacher education program) and a vocational school has afforded me both an inspiring and troubling view of education programs meant to ‘train’ people to provide services to other people. This paper will make reference to the teacher education program by way of comparison but is chiefly concerned with analyzing the potential and problems with the mental health and addictions worker program.. I was for years a front-line worker, much as my students in this program are training to become. However, my training for the paid work of mental health worker was inspired by what I learned from participation in the political work of a feminist anti-violence organization. The services we provided there were part of our shared vision and activism to achieve women’s freedom from male domination. When I took a paid position in a drop-in center for people with psychiatric diagnosis, I learned on the job from the people who used our services. I was also aware of and somewhat informed about the activities of “the mad movement” or anti-psychiatry activism. Former patients of a large psychiatric hospital in collaboration with a psychiatric nurse and a social worker had founded the centre a dozen years prior to my employment there. Government-imposed criteria and standardization has reduced opportunities for systemic advocacy or for members of the centre to take leadership in the operations or direction of organizations like this drop-in. Paulo Freire’s pedagogy and praxis is an important component of the theoretical basis for this paper. “The fundamental effort of education,” said Freire, “is for the liberation of people, never their domestication” (Freire, 1971). A significant proportion of the students in the vocational college are themselves in recovery from addiction, psychiatric illness and/or learning disabilities. In addition, a significant proportion are racialized and come from poverty. These students, for the most part, do not have the cultural, political or economic capital to enroll in a university or public college. Waitlists and criteria for entrance effectively bar them from public institutions. Freire’s approach to adult education was to invite students to use their life experiences to serve as a foundation for learning. I value that aspect of the college’s approach, in that they encourage those who have been “service recipients” to enroll. I am troubled by an emphasis on medicalizing the social and political inequities with which people are contending, and promoting a professionalized individual ‘service’ approach to social problems.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».