Cultivating an ethic of wellness in Geography

Cultivating an ethic of wellness in Geography Beverley Mullings Department of Geography, Queen’s University Linda Peake Department of Social Science, York University Kate Parizeau Department of Geography, University of Guelph Key Messages  There is a crisis of mental health in the academy.  This special issue, the first to address this crisis, brings together three bodies of research: geographers’ understanding of the relationship between mental health, social space, and material places; mental health initiatives in higher education; and the neoliberalization of the academy.  In this introduction we discuss two particular foci: defining the crisis of mental health and wellbeing in neoliberalizing universities, and institutional and individual responses. Drawing upon recent initiatives to highlight issues of mental health in the academy we focus in this special issue on work by geographers from Canada, the United States, England, and New Zealand that aims to shed some light on the ways that the organized practices of the academy are implicated in the current state of mental health of a broad cross section of its members across university campuses. In bringing the perspectives of Geography graduate students and faculty to bear on questions of mental wellness, this special issue is unique in its attempt to bring together three bodies of research: geographers’ understanding of the relationship between mental and emotional health, social space, and material places; mental health initiatives in institutions of higher education; and the neoliberalization of the academy. Drawing together review articles, interview-based research, collective writing, and personal narratives, the articles and viewpoints bring together understandings of the crisis of mental health and wellbeing in neoliberalizing universities, and institutional and individual responses. Keywords: mental health, mental and emotional distress, the academy, Geography graduate students, Geography faculty, neoliberalization
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motionnelle, l’espace social et les compre Correspondence to/Adresse de correspondance: Beverley Mullings, Department of Geography, Queen’s University, Mackintosh Corry Hall, D302, Kingston, ON K7L 3N6. Email/Courriel: mullings@queensu.ca A video presentation is available at http://onlinelibrary.wiley.com/doi/10.1111/cag.12275/abstract
ographe canadien 2016, 60(2): 161–167 The Canadian Geographer / Le Ge DOI: 10.1111/cag.12275
ographes © 2016 Canadian Association of Geographers / L'Association canadienne des ge 162 Beverley Mullings, Linda Peake, and Kate Parizeau
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ralisme supe Media reports with titles such as Crisis on campus (Eiser 2011), We don’t want anyone to know, say depressed academics (Thomas 2014), or Overworked and isolated—work pressure fuels mental illness in academia (Shaw 2014) are indicative of growing levels of concern over the last decade with the state of mental health and wellness on university campuses. The British feminist academic, Rosalind Gill refers to the ordinary and everyday experiences of academics within the contemporary academy as those of “exhaustion, stress, overload, insomnia, anxiety, shame, aggression, hurt, guilt and feelings of out-of-placeness, fraudulence and fear of exposure” (2009, 229). And while these feelings will be familiar to many readers they have been, as Gill notes, largely silenced and secret. But in the seven years since she published this work we note increasing levels of attention to these affective and embodied experiences that while reflecting the general increase in efforts to raise awareness and encourage dialogue on issues related to mental health and wellness in a range of domains from film to corporate offices, also suggest that we are at a juncture that merits critical attention. Indeed, across many university campuses, especially in North America, Europe, and Australia / New Zealand, faculty and students are beginning to voice a need and desire to initiate collective conversations about mental health and wellness. As evidenced in a recent letter sent to The Guardian newspaper in the United Kingdom and signed by 126 professors (Lesnick-Oberstein et al. 2015), many link current levels of stress and anxiety among academic and academic-related staff and students to the effects of a set of market-driven processes that are relentlessly, if unevenly, deteriorating the conditions in which faculty members can effectively and appropriately teach and conduct research. And although there is currently a deafening silence around issues of mental health and retention rates of students, the link is being made, albeit anecdotally (see Fullick 2011).
ographe canadien 2016, 60(2): 161–167 The Canadian Geographer / Le Ge Across North America and Europe universities are beginning to develop new policies and procedures for responding to the mental health needs of their constituents, geared primarily to their student populations. Often in tandem with health counsellors, most of these interventions aim to develop protocols for removing stigma through improvements in awareness, such as the introduction of mental health awareness days/weeks, and for responding to and making accommodations for students during heightened times of stress. The introduction of domestic animals to de-stress students during exam periods (Daltry and Mehr 2015; Dell et al. 2015) or yoga classes and mid-term breaks across universities in the United States, the United Kingdom, and Canada speak to some of the institutional strategies that university administrators are turning to in an effort to address the rising number of students experiencing heightened levels of mental and emotional distress. In addition to formal university-led initiatives, there has been a slow but steady set of initiatives that students and faculty are beginning to develop autonomously, many of which are beginning to take questions of the health of the academy out of the space and language of medical intervention by bringing a social and emotional dimension to questions of health and knowledge production. In Geography, these initiatives have included the organization of sessions dedicated to questions around mental health and the academy at the disciplinary conferences of the American Association of Geographers (AAG), the Canadian Association of Geographers (CAG), and informal discussions at the Royal Geographic Society / Institute of British Geographers (RGS/IBG); the establishment of a Task Force on Mental Health under the auspices of the AAG; the creation of a working group within the GreatLakes Feminist Geography Collective (see Parizeau, Shillington, Hawkins, Sultana, Mountz, Mullings, and Peake in this issue); and the founding of a disciplinary-wide discussion list (https://lists.queensu.ca/ Cultivating an ethic of wellness in Geography cgi-bin/listserv/wa?A0=MHGEOG-L), as well as discussions on other Geography listservs. And in addition to a small number of publications detailing the experiences of specific individuals (Chouinard 1996, 2011; Bondi 2014), graduate students (Hawkins et al. 2014) and faculty members (Tucker and Horton 2012; Horton and Tucker 2014), there is a growing number of publications that are beginning to address questions related to the status of mental health issues in the discipline (Peake and Mullings, forthcoming), of which this special issue is one. The articles and viewpoints in this special issue are the product of conversations that had their genesis in some of these initiatives. Devoted to exploring and documenting the changing relationship between the spaces of academic knowledge production and the experiences of a variety of forms of mental and emotional distress from the perspectives of Geography graduate students and faculty, this special issue is unique in its attempt to bring together three areas of investigation: geographers’ understanding of the relationship between mental and emotional health, social space, and material places; mental health initiatives in institutions of higher education; and the neoliberalization of the academy. As an area of scholarly research, geographers have made significant and pioneering contributions to our understanding of the relationship between mental and emotional health, social space, and material places. Social and cultural geographers with an interest in the geographies of emotions and affect have pioneered the study of mental health in relation to a variety of institutions and conditions (Philo 2004; Wilton 2004; Davidson 2007). The anthology entitled Mental Health and Social Space edited by Hester Parr (2008), for example, offers ways of thinking about how mental health, mental health care, and the lives of people experiencing mental distress might be interpreted spatially. Yet others have started to explore issues of emotions and mental health specifically in relation to their own lives and the lives of others in the academy (Chouinard 1996, 2011; Birnie and Grant 2001; Schuurman 2009; Tucker and Horton 2012; Bondi 2014; Hawkins et al. 2014; Horton and Tucker 2014; Peake 2015). Largely critical of the othering effects of medicalizing discourses, these geographers have provided the wider geographical community with new epistemological tools for thinking about the emotional geographies of
ographe canadien 2016, 60(2): 161–167 The Canadian Geographer / Le Ge 163 exclusion and inclusion tangled up in responses to experiences of mental distress in a wide variety of spaces. A second emerging area of investigation is of mental health initiatives in institutions of higher education. Professional development guidelines for better addressing mental wellness in the academy have been developed by organizations such as The Higher Education Academy in the UK, who produced Promoting mental well-being in the curriculum (2009) and the Mental Health in Higher Education project’s Learning from experience: Involving service users and carers in mental health education and training (Tew et al. 2004; update released in 2011). In Canada, a framework created by the Canadian Association of Colleges and University Student Services (CACUSS) and the Canadian Mental Health Association (CMHA) details the following characteristics of supportive academic environments: institutional structures that embed concern for mental wellness into the organization, planning, and policies of the campus; a supportive, inclusive campus climate; and broad mental health awareness (Canadian Association of College & University Student Services and Canadian Mental Health Association 2013). And in Ontario, the Centre for Innovation in Campus Mental Health, a multistakeholder initiative, has been formed with the mandate “To help Ontario’s colleges and universities enhance capacity to support student mental health and well-being” (CICMH, n. d.). This group has created a community of practice for those supporting campus mental health, as well as an online repository for resources, including webinars, guidelines, and a listing of campus mental health initiatives across Ontario. Although geographers are well positioned to attend to the spaces of campuses and classrooms as environments that may be conducive or detrimental to mental wellness, they have only just begun to start discussing potential interventions to the spaces of the academy (see in particular the Journal of Geography in Higher Education). Hall et al. (2004), for example, examine the discursive exclusion of students with diverse disabilities (including mental health concerns) from field courses in Geography and Earth and Environmental Science departments, and suggest strategies for building more inclusive educational experiences through fieldwork, while Clark (2007) provides advice for students navigating institutional practices and cultures that may be 164 Beverley Mullings, Linda Peake, and Kate Parizeau unconducive to required accommodations for those with mental health conditions or other disabilities/ impairments. Emerging alongside this scholarship has been a growing critique, among geographers, of the shifts and changes in the structure and organization of universities over the last 20 years. Situated largely within political economy frameworks, scholars are now beginning to document how efforts to make universities more attuned to free-market principles are changing the nature of academic knowledge production and the culture of work. But while scholars have drawn our attention to the effects of the neoliberalization of the academy on knowledge production, academic freedom, work-life balance and precarity (McDowell 2004; Castree et al. 2006; Sparkes 2007; Schuurman 2009; The SIGJ2 Writing Collective 2012), few focus specifically on the effects of these changes on mental health and wellness. By sharing the experiences and perspectives of graduate students and faculty at a variety of career stages, this collection of viewpoints and articles aims to shed light on the ways that the organized practices of the academy are implicated in the current state of mental health of a broad crosssection of its members across university campuses. The articles and viewpoints draw upon a surprisingly wide array of methods and analytical approaches. Bringing together research-based papers, review articles, and viewpoints, the contributions use methods familiar to critical (and perhaps especially feminist) human geographers, namely interview-based research, practices of collective writing, personal narratives, and autobiographies, as well as overviews of pedagogical and institutional practices. The eclecticism of the perspectives presented—feminist, anti-racist, political economy, critical disability, and environmental psychology— mirror the diversity of sub-disciplinary approaches that is a strength of Geography, and they bring together in conversation two particular foci: defining the crisis of mental health and wellbeing in neoliberalizing universities, and institutional and individual responses. Defining the crisis of mental health and wellbeing in neoliberalizing universities Perhaps the first challenge to initiating a conversation on health and wellbeing in the academy is
ographe canadien 2016, 60(2): 161–167 The Canadian Geographer / Le Ge finding the appropriate language to capture the different experiences of and challenges to individuals’ mental health. There are significant differences between ongoing disorders that affect mood, thinking, and behaviour and passing experiences of unhappiness, anxiety, or distraction. And yet, as Parizeau et al. (this issue) note, it is difficult for individuals without formal training in mental health issues to acknowledge or find the words to talk about these differences without reproducing the binaries implicit in terms such as mental illness or mental health, and their stigmatizing effects. By choosing to use the term ‘mental wellness’ they highlight the importance of exploring how intensifying modes of academic knowledge production affects the ability of individuals to maintain active states of mental healthiness, rather than viewing mounting challenges to ‘fit it all in’ and failing to do so as simply evidence of an individual’s lack of mental wellness. Other papers choose to adopt the term ‘mental health’—its very appearance in the pages of a Geography journal acting as a stage post towards its destigmatization. England (this issue), for example, argues that choosing to use the term mental health is as political as her choice to disclose the status of her own mental health, as both acts aim to destigmatize and challenge the idea that there is only a single ‘normal’ state of mental health. The second challenge relates to the extent to which increasing reports of mental distress should be considered a crisis. This is a relatively difficult question to answer given that much of the conversation around mental wellness in universities has been concentrated in Europe and North America, regions where there have been large-scale campaigns to raise awareness and remove stigma. Yet, as scholars argue, the fact of a crisis cannot be determined solely by the ‘numbers,’ although numbers do have a story to tell and there is general agreement that there have been increases in the numbers of those experiencing mild to moderate levels of depression and anxiety both within and beyond the academy (Peake and Mullings, forthcoming). The reliance on numbers, however, remains a burden of proof that continues to hobble attempts to tackle systemic oppressions, especially those that disproportionately affect minority groups within academic space. We can gather a sense of the challenge facing universities from testimonies that detail the pervasiveness of organizational cultures, and knowledge practices that Cultivating an ethic of wellness in Geography erode the capacity to maintain active states of mental healthiness. Contributions in this special issue do just this by providing accounts of the emotional and physical toll that a neoliberalizing academy is placing on specific individuals and groups, such as undergraduates (Conradson; Windhorst and Williams), graduate students (England and Simard-Gagnon), and faculty (Berg, Larsen, and Huijbens; England; Maclean; Mountz; and Parizeau et al.) within it. A third point to consider is that neoliberalism plays out within specific historical geographies so there are significant variations in the ways that business models of cost effectiveness and productivity have been taken up in different universities in different countries. As articles in this issue by Berg, Larsen, and Huijbens and Maclean clearly illustrate, the embrace of market principles in higher education in a number of European universities has ushered in a host of organizational practices that rely heavily on the auditing and metricization of knowledge and, in doing so, disciplines academics and students to orient their efforts to pursuits that ultimately generate increased revenues. Reviewing the neoliberalization of knowledge production in Denmark, Iceland, Sweden, the Netherlands, and the UK, Berg, Larsen, and Huijbens (this issue) conclude that these disciplining practices are “part of a wider system of anxiety production arising as part of the so-called ‘soft governance’ of everything, including life itself, in contemporary late liberalism.” While differences in organizational structures and modes of governance undoubtedly influence perceptions of a crisis among different members of academic communities, it remains important to focus on the experiential, reported effects of these policies on abilities to maintain positive states of mental health as an indicator of crisis. Institutional and individual responses University administrators and student health providers are beginning to develop new policies and procedures for responding to mental health needs, but these initiatives tend to be quite narrow in scope: treating declining states of mental health as individual rather than systemic problems; addressing the needs of particular populations in the academy (e.g., undergraduates and not others such as administrative-support staff); or focusing efforts on selective aspects of academic work (e.g.,
ographe canadien 2016, 60(2): 161–167 The Canadian Geographer / Le Ge 165 teaching and learning, rather than the broader environments in which teaching and research take place). While policies aimed at providing individuals with support are extremely important, they mask how limited efforts to address rising levels of mental distress really are. As articles in this issue by Maclean, Mountz, and Parizeau et al. indicate, in the context of dwindling university resources, persons whose needs do not fit these categories of assistance can simply fall through the cracks, be passed on to the informal care of others or, more perniciously, be encouraged to help themselves. England’s personal account in this issue also highlights the difficulty and messiness that arises when those who want to help those in need often do not know how to best act. In her account of the emotional and physical costs of navigating a neoliberal academy, Simard-Gagnon (this issue) draws attention to the dangers of models of individual accommodation and resilience within academia, arguing that these approaches can end up celebrating rather than addressing the underlying structural issues behind student distress. Similarly, Maclean and Mountz also note the ways that (mostly) women and other marginalized groups in the academy often disproportionately end up providing the hidden emotional labour needed to bolster waning levels of mental health. It is ironic that in a neoliberalizing academy, the groups most likely to disproportionately occupy the ranks of contingent and vulnerable labour are often the very ones routinely called upon to maintain and contain the tendency towards crisis. With regard to the limited attention paid to the broader academic environments in which teaching, research, and learning takes place, contributors to this special issue draw our attention to the fact that academic spaces can be violent, and that the violence of racist, gender, heterosexist, and ableist attitudes and institutional practices routinely deplete the health of particular marginalized groups. Berg, Larsen, and Huijbens and Maclean (this issue) draw our attention to the suicide in the UK of Professor Stefan Grimm and an email circulated from his account post-mortem, which claimed he had been threatened with the potential loss of his job because he had been unable to meet the professorial grant “income targets” of his department. Berg, Larsen, and Huijbens attribute Grimm’s death to the malaise caused in part by the relentless neoliberalization of the academy. For 166 Beverley Mullings, Linda Peake, and Kate Parizeau many marginalized groups feelings of malaise are often compounded by the everyday forms of aggression and exclusion they experience. As the contributions in this issue point out, violence is a word that marginalized members of the academy might use to describe their experiences and everyday encounters on university campuses. Whether in the form of normalized sexual harassment, or as careless words and actions that reproduce racist, sexist, homophobic exclusions and elitist privilege, these everyday encounters tend to position specific kinds of students, as Sara Ahmed (2015) notes: “as a threat to education, to free speech, to civilization, even to life itself”. In an AAG newsletter entitled “How we hurt each other every day, and what we might do about it,” former president Mona Domosh noted the difficulties of recognizing and speaking back to micro-aggressions, especially when complaint “raises the specter of the ‘sensitive and difficult person’” (Domosh 2015). Articles in this collection by Mountz, Parizeau et al., as well as Simard-Gagnon also describe how everyday forms of aggression and exclusion are reproduced in Geography classrooms and departments, ultimately contributing to the erosion of the capacity of traditionally marginalized groups to maintain physical and mental health. As Mountz (this issue) asks: “If our bodies are our workplaces, what chance do we have to protect ourselves from toxic environs? How do toxic workscapes affect our wellbeing? How do we keep this toxicity from entering the body? Can we?” These articles provide a sense of the scale of the challenge that Geography departments will continue to face as pressures to become more attuned to market signals and rewards serve to deepen disciplinary institutional cultures that were historically founded upon the exclusion and devaluation of particular bodies and their embedded knowledge. The contributions to this issue collectively indicate that a wider and integrated approach to health and wellbeing in the academy is needed; an approach that considers not only the wider world in which the crisis on campuses is occurring, but also the micro-scale and subtle relationships that are capable of much harm, and the often unrecognized groups within our communities that suffer, often silently, and sometimes from multiple and overlapping forms of distress. Contributions by Conradson, England, and Windhorst and Williams in this special issue offer diverse ways of valuing
ographe canadien 2016, 60(2): 161–167 The Canadian Geographer / Le Ge physical and mental wellness in Geography as well as addressing the academy as our workplace. Aware of the constraints of models of individual accommodation and resilience, England explores an individualized approach to cultivating an ethic of valuation through the politics of disclosing disabilities related to mental health. The contributions by Conradson and by Windhorst and Williams turn from the individual to considering such an ethic in relation to the group. Conradson reflects on what supportive learning communities in Geography might look like if our pedagogical practices paid more attention to experiential ways of knowing and living, while Windhorst and Williams make a plea for greater consideration of the health benefits of deepening student-nature relationships on university campuses through the development of therapeutic landscapes. Combined with movements aimed at slow scholarship or collective writing (see Parizeau et al. and also Mountz), contributors to this issue also identify the decolonization of time being actively stolen by the managerial demands of the audit culture as a crucial first step towards cultivating spaces that encourage the spirit of adventure, self-actualization, and hope that should characterize the academic pursuit and production of knowledge. Together, these viewpoints and articles offer a much broader sense of the ways in which geographers should be thinking about the ‘crisis on campus.’ Acknowledgements Our thanks to all the contributors, to those who responded to the call for papers at sessions we have mounted at the annual conferences of the American Association of Geographers and the Canadian Association of Geographers, where in 2013 and 2014 the vast majority of these papers originated, and to those who responded to individual requests. Our thanks also to The Canadian Geographer for their interest in this issue and to the six reviewers for their thoughtful comments on all the papers and viewpoints. And our special thanks go to Ellen Randall for the superb job she has done in handling this special issue. References Ahmed, S. 2015. Against students. http://thenewinquiry.com/? essays=against-students. Birnie, J., and A. Grant. 2001. Providing learning support for students with mental health difficulties undertaking fieldwork and related activities. Higher Education Funding Council for England Working Paper, ed. P. Gravestock and M. Healey. Cheltenham: Geography Discipline Network, University of Gloucester. Cultivating an ethic of wellness in Geography Bondi, L. 2014. Feeling insecure: A personal account in a psychoanalytic voice. Social & Cultural Geography 15(3): 332––350. Canadian Association of College & University Student Services and Canadian Mental Health Association. 2013. 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