Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, McMaster University, Hamilton, Ontario, Canada
Med Humanit. 2022 Mar;48(1):37-50. doi: 10.1136/medhum-2020-011974. Epub 2021 Jan 25.
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.
本文对 53 篇描述在后高中教育中使用疯狂/“精神疾病”自传叙事进行教学的文章进行了批判性解释性综合。重点关注教师的意图和学生学习成果的表现，研究结果表明，叙事最常被用作“学习材料”，以使学生参与主动学习、培养学生的同理心、补充主导的学术/专业知识、说明抽象概念并为课程内容提供“真实”的生活联系。本文为 Mad 研究、医学人文学科、教育研究、污名化和服务用户参与的知识传统之间的对话做出了贡献，以探讨在未受批判的教育术语中而非作为 Mad 社区正义问题的自传叙事的教学用途。虽然使用叙事进行教学不一定会导致社会公正的结果，但通过思考在整个评论中提出的伦理和认识论问题，可以通过改变我们何时、为何以及如何使用自传进行教学来增加这种可能性。
