Rethinking and remaking “the social”: co-production, critical pedagogy, and mental health among university students in the USA

Mikayla Syanne  Alsopp; James  Blair; William  Minter; Mariah Sanders; Dominique Behague

doi:10.1080/09581596.2023.2265049

Rethinking and remaking “the social”: co-production, critical pedagogy, and mental health among university students in the USA

Mikayla Syanne Alsopp, James Blair, William Minter, Mariah Sanders, Dominique Behague^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

81 Downloads (Pure)

Abstract

This paper presents findings from a qualitative study exploring how students at a university in the southern USA conceptualize, theorize, and attempt to influence the role ‘social factors’ play in mental illness and well-being. Drawing on models of research co-production and principles of critical pedagogy, a group of 10 university students (‘student researchers’) worked with a faculty member to develop and conduct the study. The results highlight three ways in which the student interviewees (‘student interlocutors’) theorize ‘the social’. The first two – (1) via the ‘social determinants of health’ and (2) by means of theories on ‘neoliberal subjectivity’ – provide a powerful frame for interrogating hierarchical systems of power. However, because neither of these corresponds to our interest in producing knowledge for social change, we used prefigurative and speculative approaches to explore a third notion of the social, that of (3) ‘world-making practices’. We conclude by reflecting on the relevance of this project for educators, learners, and researchers seeking to deepen knowledge and theories of the social in mental health. We argue that co-produced research that draws from principles of critical pedagogy can enhance interdisciplinary collaboration and lead to more nuanced, transformative, and innovative analyses.

Original language	English
Number of pages	13
Journal	Critical Public Health
Early online date	19 Oct 2023
DOIs	https://doi.org/10.1080/09581596.2023.2265049
Publication status	E-pub ahead of print - 19 Oct 2023

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1080/09581596.2023.2265049

Rethinking and remaking “the social”_ALSOPP_Publishedonline19October2023_GREEN AAMAccepted author manuscript, 942 KB

Cite this

@article{11640e3f61d9495284b4ece6cc04955f,

title = "Rethinking and remaking “the social”: co-production, critical pedagogy, and mental health among university students in the USA",

abstract = "This paper presents findings from a qualitative study exploring how students at a university in the southern USA conceptualize, theorize, and attempt to influence the role {\textquoteleft}social factors{\textquoteright} play in mental illness and well-being. Drawing on models of research co-production and principles of critical pedagogy, a group of 10 university students ({\textquoteleft}student researchers{\textquoteright}) worked with a faculty member to develop and conduct the study. The results highlight three ways in which the student interviewees ({\textquoteleft}student interlocutors{\textquoteright}) theorize {\textquoteleft}the social{\textquoteright}. The first two – (1) via the {\textquoteleft}social determinants of health{\textquoteright} and (2) by means of theories on {\textquoteleft}neoliberal subjectivity{\textquoteright} – provide a powerful frame for interrogating hierarchical systems of power. However, because neither of these corresponds to our interest in producing knowledge for social change, we used prefigurative and speculative approaches to explore a third notion of the social, that of (3) {\textquoteleft}world-making practices{\textquoteright}. We conclude by reflecting on the relevance of this project for educators, learners, and researchers seeking to deepen knowledge and theories of the social in mental health. We argue that co-produced research that draws from principles of critical pedagogy can enhance interdisciplinary collaboration and lead to more nuanced, transformative, and innovative analyses.",

author = "Alsopp, {Mikayla Syanne} and James Blair and William Minter and Mariah Sanders and Dominique Behague",

note = "Publisher Copyright: {\textcopyright} 2023 Informa UK Limited, trading as Taylor & Francis Group.",

year = "2023",

month = oct,

day = "19",

doi = "10.1080/09581596.2023.2265049",

language = "English",

journal = "Critical Public Health",

issn = "0958-1596",

publisher = "Routledge, Taylor & Francis Group",

}

TY - JOUR

T1 - Rethinking and remaking “the social”

T2 - co-production, critical pedagogy, and mental health among university students in the USA

AU - Alsopp, Mikayla Syanne

AU - Blair, James

AU - Minter, William

AU - Sanders, Mariah

AU - Behague, Dominique

PY - 2023/10/19

Y1 - 2023/10/19

N2 - This paper presents findings from a qualitative study exploring how students at a university in the southern USA conceptualize, theorize, and attempt to influence the role ‘social factors’ play in mental illness and well-being. Drawing on models of research co-production and principles of critical pedagogy, a group of 10 university students (‘student researchers’) worked with a faculty member to develop and conduct the study. The results highlight three ways in which the student interviewees (‘student interlocutors’) theorize ‘the social’. The first two – (1) via the ‘social determinants of health’ and (2) by means of theories on ‘neoliberal subjectivity’ – provide a powerful frame for interrogating hierarchical systems of power. However, because neither of these corresponds to our interest in producing knowledge for social change, we used prefigurative and speculative approaches to explore a third notion of the social, that of (3) ‘world-making practices’. We conclude by reflecting on the relevance of this project for educators, learners, and researchers seeking to deepen knowledge and theories of the social in mental health. We argue that co-produced research that draws from principles of critical pedagogy can enhance interdisciplinary collaboration and lead to more nuanced, transformative, and innovative analyses.

AB - This paper presents findings from a qualitative study exploring how students at a university in the southern USA conceptualize, theorize, and attempt to influence the role ‘social factors’ play in mental illness and well-being. Drawing on models of research co-production and principles of critical pedagogy, a group of 10 university students (‘student researchers’) worked with a faculty member to develop and conduct the study. The results highlight three ways in which the student interviewees (‘student interlocutors’) theorize ‘the social’. The first two – (1) via the ‘social determinants of health’ and (2) by means of theories on ‘neoliberal subjectivity’ – provide a powerful frame for interrogating hierarchical systems of power. However, because neither of these corresponds to our interest in producing knowledge for social change, we used prefigurative and speculative approaches to explore a third notion of the social, that of (3) ‘world-making practices’. We conclude by reflecting on the relevance of this project for educators, learners, and researchers seeking to deepen knowledge and theories of the social in mental health. We argue that co-produced research that draws from principles of critical pedagogy can enhance interdisciplinary collaboration and lead to more nuanced, transformative, and innovative analyses.

UR - http://www.scopus.com/inward/record.url?scp=85174222375&partnerID=8YFLogxK

U2 - 10.1080/09581596.2023.2265049

DO - 10.1080/09581596.2023.2265049

M3 - Article

SN - 0958-1596

JO - Critical Public Health

JF - Critical Public Health

ER -

Rethinking and remaking “the social”: co-production, critical pedagogy, and mental health among university students in the USA

Abstract

UN SDGs

Access to Document

Other files and links

Fingerprint

Cite this