[Applause] hello I’m going to be talking to you
hello I’m going to be talking to you
hello I’m going to be talking to you about two themes which ostensible seem a
about two themes which ostensible seem a
about two themes which ostensible seem a long way apart one is the future of
long way apart one is the future of
long way apart one is the future of education in this country and in
education in this country and in
education in this country and in particular the future of higher
particular the future of higher
particular the future of higher education and the future and a vision
education and the future and a vision
education and the future and a vision for universities just like this one and
for universities just like this one and
for universities just like this one and the second thing I’m going to be talking
the second thing I’m going to be talking
the second thing I’m going to be talking about is the future of distress and by
about is the future of distress and by
about is the future of distress and by distress I some of you may call that
distress I some of you may call that
distress I some of you may call that mental illness I prefer mental distress
mental illness I prefer mental distress
mental illness I prefer mental distress I’m going to be talking about how we as
I’m going to be talking about how we as
I’m going to be talking about how we as a country address mental health I think
a country address mental health I think
a country address mental health I think you probably agree with me that both of
you probably agree with me that both of
you probably agree with me that both of those themes have faced their challenges
those themes have faced their challenges
those themes have faced their challenges in recent times i think that the ways
in recent times i think that the ways
in recent times i think that the ways forward to address both education higher
forward to address both education higher
forward to address both education higher education and mental health are linked
education and mental health are linked
education and mental health are linked so that’s the link and i’m going to try
so that’s the link and i’m going to try
so that’s the link and i’m going to try and persuade you that there is a link
and persuade you that there is a link
and persuade you that there is a link i’m going to start with the quotation
i’m going to start with the quotation
i’m going to start with the quotation given by the great poet and little red
given by the great poet and little red
given by the great poet and little red poet john masefield almost 70 years ago
poet john masefield almost 70 years ago
poet john masefield almost 70 years ago not exactly on the edge of tomorrow and
not exactly on the edge of tomorrow and
not exactly on the edge of tomorrow and at an event that an important ceremony
at an event that an important ceremony
at an event that an important ceremony at my university and Masefield describes
at my university and Masefield describes
at my university and Masefield describes what a university should be now I don’t
what a university should be now I don’t
what a university should be now I don’t fully agree with mace filled with what
fully agree with mace filled with what
fully agree with mace filled with what he says here but there are ideas here
he says here but there are ideas here
he says here but there are ideas here that are important I’ve underlined them
that are important I’ve underlined them
that are important I’ve underlined them and the theme that I think Masefield is
and the theme that I think Masefield is
and the theme that I think Masefield is in part addressing in this piece is the
in part addressing in this piece is the
in part addressing in this piece is the way in which it is critical for
way in which it is critical for
way in which it is critical for universities to be porous entities not
universities to be porous entities not
universities to be porous entities not to be sealed off from the worlds in
to be sealed off from the worlds in
to be sealed off from the worlds in which they sit not to be sealed off from
which they sit not to be sealed off from
which they sit not to be sealed off from their neighborhoods from their
their neighborhoods from their
their neighborhoods from their communities and from there from their
communities and from there from their
communities and from there from their cities and let’s just look at the first
cities and let’s just look at the first
cities and let’s just look at the first few lines we’re not going to read all
few lines we’re not going to read all
few lines we’re not going to read all this out of maize fields of text there
this out of maize fields of text there
this out of maize fields of text there are few earthly things more splendid
are few earthly things more splendid
are few earthly things more splendid than a university he begins in these
than a university he begins in these
than a university he begins in these days of broken frontiers and collapsing
days of broken frontiers and collapsing
days of broken frontiers and collapsing values when the dams are down and the
values when the dams are down and the
values when the dams are down and the floods are made
floods are made
floods are made King misery when every future looks
King misery when every future looks
King misery when every future looks somewhat grim and every ancient foothold
somewhat grim and every ancient foothold
somewhat grim and every ancient foothold has become something of a quagmire
has become something of a quagmire
has become something of a quagmire wherever a university stands it stands
wherever a university stands it stands
wherever a university stands it stands and shines what a vision 1946 1946 just
and shines what a vision 1946 1946 just
and shines what a vision 1946 1946 just think about what was going on then the
think about what was going on then the
think about what was going on then the challenges and uncertainties of that
challenges and uncertainties of that
challenges and uncertainties of that time and let’s think too about the
time and let’s think too about the
time and let’s think too about the challenges and uncertainties that we
challenges and uncertainties that we
challenges and uncertainties that we live in right now universities I think
live in right now universities I think
live in right now universities I think are undergoing a crisis of identity in
are undergoing a crisis of identity in
are undergoing a crisis of identity in part and i want to lay out a vision for
part and i want to lay out a vision for
part and i want to lay out a vision for higher education abroad idealistic
higher education abroad idealistic
higher education abroad idealistic utopian some would say old-fashioned
utopian some would say old-fashioned
utopian some would say old-fashioned vision for what universities are and
vision for what universities are and
vision for what universities are and should be a vision which goes against
should be a vision which goes against
should be a vision which goes against the grain which is not reactive which
the grain which is not reactive which
the grain which is not reactive which doesn’t just roll over and respond to
doesn’t just roll over and respond to
doesn’t just roll over and respond to market pressures which refuses to finish
market pressures which refuses to finish
market pressures which refuses to finish our thoughts with the conclusion that
our thoughts with the conclusion that
our thoughts with the conclusion that students are consumers I want to kind of
students are consumers I want to kind of
students are consumers I want to kind of trace out a bigger more generous and
trace out a bigger more generous and
trace out a bigger more generous and more important vision and what I want to
more important vision and what I want to
more important vision and what I want to say drawing on the likes of Ernest Boyer
say drawing on the likes of Ernest Boyer
say drawing on the likes of Ernest Boyer and John Dewey is that we need to
and John Dewey is that we need to
and John Dewey is that we need to articulate an idea that education not
articulate an idea that education not
articulate an idea that education not just education in universities education
just education in universities education
just education in universities education is a way of living it is a way of being
is a way of living it is a way of being
is a way of living it is a way of being and universities can articulate that
and universities can articulate that
and universities can articulate that vision if we choose to we certainly need
vision if we choose to we certainly need
vision if we choose to we certainly need in my view to inhabit that vision in
in my view to inhabit that vision in
in my view to inhabit that vision in this view drawing on thinkers like Boyer
this view drawing on thinkers like Boyer
this view drawing on thinkers like Boyer but actually going back to the ancient
but actually going back to the ancient
but actually going back to the ancient Greeks education is not just a way of
Greeks education is not just a way of
Greeks education is not just a way of obtaining the necessary knowledge and
obtaining the necessary knowledge and
obtaining the necessary knowledge and qualifications to get yourself a job
qualifications to get yourself a job
qualifications to get yourself a job education is
education is
education is vital critical resource for social
vital critical resource for social
vital critical resource for social progress and reform indeed education is
progress and reform indeed education is
progress and reform indeed education is critical in these thinkers minds to the
critical in these thinkers minds to the
critical in these thinkers minds to the nourishing of democratic free societies
nourishing of democratic free societies
nourishing of democratic free societies democracy here is conceived as the good
democracy here is conceived as the good
democracy here is conceived as the good life as a means by which citizens strive
life as a means by which citizens strive
life as a means by which citizens strive for the good of their fellow citizens
for the good of their fellow citizens
for the good of their fellow citizens and I want to think about citizenship
and I want to think about citizenship
and I want to think about citizenship here in a global sense and the Academy
here in a global sense and the Academy
here in a global sense and the Academy has something dedicated to the renewal
has something dedicated to the renewal
has something dedicated to the renewal of society so in this view education yes
of society so in this view education yes
of society so in this view education yes is about the acquiring of subject
is about the acquiring of subject
is about the acquiring of subject knowledge absolutely critical it is
knowledge absolutely critical it is
knowledge absolutely critical it is about individual good it is about social
about individual good it is about social
about individual good it is about social mobility as crystal so beautifully
mobility as crystal so beautifully
mobility as crystal so beautifully articulated and it is also about
articulated and it is also about
articulated and it is also about learning what citizenship is its
learning what citizenship is its
learning what citizenship is its learning to value and have a stake in
learning to value and have a stake in
learning to value and have a stake in communities and society it’s
communities and society it’s
communities and society it’s understanding the vital role for a
understanding the vital role for a
understanding the vital role for a healthy democracy of being able to
healthy democracy of being able to
healthy democracy of being able to critically engage with ideas and
critically engage with ideas and
critically engage with ideas and contemporary issues above all for me
contemporary issues above all for me
contemporary issues above all for me it’s about partnership teams and
it’s about partnership teams and
it’s about partnership teams and communities ultimately education
communities ultimately education
communities ultimately education scholarship is about the transformation
scholarship is about the transformation
scholarship is about the transformation of the world an attempt to transform
of the world an attempt to transform
of the world an attempt to transform reality to make life better for
reality to make life better for
reality to make life better for ourselves and crucially for others to
ourselves and crucially for others to
ourselves and crucially for others to work for change now practically in
work for change now practically in
work for change now practically in universities what does this mean well it
universities what does this mean well it
universities what does this mean well it poses challenges to us those of us who
poses challenges to us those of us who
poses challenges to us those of us who teach like me who are educators it poses
teach like me who are educators it poses
teach like me who are educators it poses challenges to those who manage
challenges to those who manage
challenges to those who manage institutions like this
institutions like this
institutions like this in their mission statement in terms of
in their mission statement in terms of
in their mission statement in terms of teaching we need to be working with our
teaching we need to be working with our
teaching we need to be working with our students collaboratively forming
students collaboratively forming
students collaboratively forming communities of learning holding the
communities of learning holding the
communities of learning holding the script the skills of inquiry and
script the skills of inquiry and
script the skills of inquiry and critical reflection and for me above all
critical reflection and for me above all
critical reflection and for me above all we need to provide opportunities for
we need to provide opportunities for
we need to provide opportunities for students to learn alongside with and
students to learn alongside with and
students to learn alongside with and from communities and organizations
from communities and organizations
from communities and organizations outside the walls of the Academy and an
outside the walls of the Academy and an
outside the walls of the Academy and an example of this which is a project that
example of this which is a project that
example of this which is a project that I oversee in Sheffield is called engage
I oversee in Sheffield is called engage
I oversee in Sheffield is called engage learning and a couple of quick slides so
learning and a couple of quick slides so
learning and a couple of quick slides so our engage learning modules and courses
our engage learning modules and courses
our engage learning modules and courses as it says they combine traditional
as it says they combine traditional
as it says they combine traditional academic work with opportunities to
academic work with opportunities to
academic work with opportunities to student for students to learn with and
student for students to learn with and
student for students to learn with and from external partners real-world
from external partners real-world
from external partners real-world challenges and experiences outside the
challenges and experiences outside the
challenges and experiences outside the university with these learning
university with these learning
university with these learning activities usually focused on issues of
activities usually focused on issues of
activities usually focused on issues of of public concern in Sheffield many of
of public concern in Sheffield many of
of public concern in Sheffield many of our engaged learning projects focus on
our engaged learning projects focus on
our engaged learning projects focus on issues of inequality social
issues of inequality social
issues of inequality social marginalization and exclusion and I see
marginalization and exclusion and I see
marginalization and exclusion and I see this kind of work as intimately
this kind of work as intimately
this kind of work as intimately connected to ideas concerning
connected to ideas concerning
connected to ideas concerning citizenship and social responsibility
citizenship and social responsibility
citizenship and social responsibility and I’m really delighted to know that
and I’m really delighted to know that
and I’m really delighted to know that under rates leadership this university
under rates leadership this university
under rates leadership this university is developing ideas for similar work
is developing ideas for similar work
is developing ideas for similar work I’ve worked in this area myself a great
I’ve worked in this area myself a great
I’ve worked in this area myself a great deal and I’ll mention some of what I’ve
deal and I’ll mention some of what I’ve
deal and I’ll mention some of what I’ve done later on these are some of the
done later on these are some of the
done later on these are some of the kinds of projects that we work with on
kinds of projects that we work with on
kinds of projects that we work with on students like them we work with young
students like them we work with young
students like them we work with young people in in in schools who are
people in in in schools who are
people in in in schools who are struggling to read we work in dementia
struggling to read we work in dementia
struggling to read we work in dementia education mental health with refugees
education mental health with refugees
education mental health with refugees and asylum-seekers
and asylum-seekers
and asylum-seekers and all of this activity is predicated
and all of this activity is predicated
and all of this activity is predicated not on the notion that universities
not on the notion that universities
not on the notion that universities might dispense their beneficence to be
might dispense their beneficence to be
might dispense their beneficence to be knighted communities far from 0 in my
knighted communities far from 0 in my
knighted communities far from 0 in my view knowledge is multiplied located it
view knowledge is multiplied located it
view knowledge is multiplied located it doesn’t just live in places like this
doesn’t just live in places like this
doesn’t just live in places like this it’s out there too in communities all
it’s out there too in communities all
it’s out there too in communities all kinds of knowledge different kinds of
kinds of knowledge different kinds of
kinds of knowledge different kinds of knowledge and to equip our students for
knowledge and to equip our students for
knowledge and to equip our students for the worlds in which they will work for
the worlds in which they will work for
the worlds in which they will work for the worlds in which they will take their
the worlds in which they will take their
the worlds in which they will take their places hopefully active concerned
places hopefully active concerned
places hopefully active concerned citizens it’s vital for us to provide
citizens it’s vital for us to provide
citizens it’s vital for us to provide access not just to our libraries but
access not just to our libraries but
access not just to our libraries but also to that citizen knowledge okay
also to that citizen knowledge okay
also to that citizen knowledge okay that’s the bit about universities and
that’s the bit about universities and
that’s the bit about universities and now mental health now I don’t know how
now mental health now I don’t know how
now mental health now I don’t know how many of you know that there are such
many of you know that there are such
many of you know that there are such things in this country as recovery
things in this country as recovery
things in this country as recovery colleges but there are there’s quite a
colleges but there are there’s quite a
colleges but there are there’s quite a lot most of them are owned by NHS trusts
lot most of them are owned by NHS trusts
lot most of them are owned by NHS trusts with responsibility for mental illness
with responsibility for mental illness
with responsibility for mental illness learning disabilities and the like it’s
learning disabilities and the like it’s
learning disabilities and the like it’s a movement that’s been going probably
a movement that’s been going probably
a movement that’s been going probably for about 10 years now and it’s
for about 10 years now and it’s
for about 10 years now and it’s predicated on a notion that instead of
predicated on a notion that instead of
predicated on a notion that instead of being service users people are students
being service users people are students
being service users people are students they sign up to a recovery college and
they sign up to a recovery college and
they sign up to a recovery college and they might take courses in for instance
they might take courses in for instance
they might take courses in for instance learning to manage my bipolar disorder
learning to manage my bipolar disorder
learning to manage my bipolar disorder how to stay active when my depression is
how to stay active when my depression is
how to stay active when my depression is bad how to manage hostile voices in my
bad how to manage hostile voices in my
bad how to manage hostile voices in my head how to manage on a budget if you’re
head how to manage on a budget if you’re
head how to manage on a budget if you’re on disability benefits those kind of
on disability benefits those kind of
on disability benefits those kind of courses if you look at the prospectuses
courses if you look at the prospectuses
courses if you look at the prospectuses on the whole that’s what they they will
on the whole that’s what they they will
on the whole that’s what they they will provide now recovery colleges emerged
provide now recovery colleges emerged
provide now recovery colleges emerged from the recovery movement and the
from the recovery movement and the
from the recovery movement and the principles of recovery were formulated
principles of recovery were formulated
principles of recovery were formulated by mental hell
by mental hell
by mental hell activists they weren’t formulated by
activists they weren’t formulated by
activists they weren’t formulated by clinicians or academics though former
clinicians or academics though former
clinicians or academics though former formulated in the 60s and 70s by mental
formulated in the 60s and 70s by mental
formulated in the 60s and 70s by mental health activists in the States people
health activists in the States people
health activists in the States people living with mental illness who decided
living with mental illness who decided
living with mental illness who decided that instead of spending the rest of
that instead of spending the rest of
that instead of spending the rest of their lives hoping that one day the
their lives hoping that one day the
their lives hoping that one day the symptoms would go away people would
symptoms would go away people would
symptoms would go away people would start building the lives that they
start building the lives that they
start building the lives that they wanted to have right now I think these
wanted to have right now I think these
wanted to have right now I think these principles are great but as with so many
principles are great but as with so many
principles are great but as with so many good energetic ideas their
good energetic ideas their
good energetic ideas their implementation has become somewhat stale
implementation has become somewhat stale
implementation has become somewhat stale some of that energy seems to have been
some of that energy seems to have been
some of that energy seems to have been chewed up as initial activity gets
chewed up as initial activity gets
chewed up as initial activity gets passed through corporate sibs and as I
passed through corporate sibs and as I
passed through corporate sibs and as I said the courses that recovery colleges
said the courses that recovery colleges
said the courses that recovery colleges offer these days are often very focused
offer these days are often very focused
offer these days are often very focused on symptom reduction on coping there
on symptom reduction on coping there
on symptom reduction on coping there isn’t so much of that energy to have a
isn’t so much of that energy to have a
isn’t so much of that energy to have a life now rather than whenever I get
life now rather than whenever I get
life now rather than whenever I get better and look the problem with this is
better and look the problem with this is
better and look the problem with this is that it locks people in two narratives
that it locks people in two narratives
that it locks people in two narratives in which they’re defined by what they
in which they’re defined by what they
in which they’re defined by what they can’t do rather than book by what they
can’t do rather than book by what they
can’t do rather than book by what they can and it’s not an easy place to get
can and it’s not an easy place to get
can and it’s not an easy place to get out of when you’re kind of locked into
out of when you’re kind of locked into
out of when you’re kind of locked into this story and you’re so used to
this story and you’re so used to
this story and you’re so used to defining yourself in terms of difficulty
defining yourself in terms of difficulty
defining yourself in terms of difficulty lack dysfunction when you’re very unused
lack dysfunction when you’re very unused
lack dysfunction when you’re very unused to speaking about what you love what you
to speaking about what you love what you
to speaking about what you love what you hope for what you think about the
hope for what you think about the
hope for what you think about the politics of the day how you might
politics of the day how you might
politics of the day how you might contribute how you might mount a
contribute how you might mount a
contribute how you might mount a campaign what you care about it’s a very
campaign what you care about it’s a very
campaign what you care about it’s a very very different it’s a very very
very different it’s a very very
very different it’s a very very different focus so
different focus so
different focus so what would it be like I wonder if we
what would it be like I wonder if we
what would it be like I wonder if we brought some of that energy from those
brought some of that energy from those
brought some of that energy from those ideas about radical pedagogy critical
ideas about radical pedagogy critical
ideas about radical pedagogy critical educational ideas into the recovery
educational ideas into the recovery
educational ideas into the recovery college movement well this is something
college movement well this is something
college movement well this is something we’re trying to do in Sheffield at the
we’re trying to do in Sheffield at the
we’re trying to do in Sheffield at the moment so I have lots of different hats
moment so I have lots of different hats
moment so I have lots of different hats I’m also a director of a mental health
I’m also a director of a mental health
I’m also a director of a mental health charity as well as working for the NHS
charity as well as working for the NHS
charity as well as working for the NHS and we’re beginning to try and do this
and we’re beginning to try and do this
and we’re beginning to try and do this so watch this space what about if we
so watch this space what about if we
so watch this space what about if we actually help people to enlarge their
actually help people to enlarge their
actually help people to enlarge their imagination to develop their critical
imagination to develop their critical
imagination to develop their critical skills what about if we drew on the
skills what about if we drew on the
skills what about if we drew on the expertise that people already have the
expertise that people already have the
expertise that people already have the expertise of living with a mental
expertise of living with a mental
expertise of living with a mental illness but also their expertise in
illness but also their expertise in
illness but also their expertise in whatever their life has led to at this
whatever their life has led to at this
whatever their life has led to at this moment what about if our educational
moment what about if our educational
moment what about if our educational offers were about empowerment and
offers were about empowerment and
offers were about empowerment and participation and citizenship and the
participation and citizenship and the
participation and citizenship and the strength and strengthening of
strength and strengthening of
strength and strengthening of criticality the discovery of hope and
criticality the discovery of hope and
criticality the discovery of hope and talent and community what if that was
talent and community what if that was
talent and community what if that was what was going on in recovery colleges
what was going on in recovery colleges
what was going on in recovery colleges and what if they were open to everybody
and what if they were open to everybody
and what if they were open to everybody you don’t actually have to have a
you don’t actually have to have a
you don’t actually have to have a diagnosis of mental illness what if you
diagnosis of mental illness what if you
diagnosis of mental illness what if you were unemployed or lonely or old and
were unemployed or lonely or old and
were unemployed or lonely or old and isolated what about opening up recovery
isolated what about opening up recovery
isolated what about opening up recovery colleges and where my University’s fit
colleges and where my University’s fit
colleges and where my University’s fit within this well I think universities do
within this well I think universities do
within this well I think universities do have a place and in fact university is
have a place and in fact university is
have a place and in fact university is already are beginning to make moves in
already are beginning to make moves in
already are beginning to make moves in this direction certainly mine has I’d
this direction certainly mine has I’d
this direction certainly mine has I’d like to see a course for undergraduates
like to see a course for undergraduates
like to see a course for undergraduates let’s say it’s on the tragedies of
let’s say it’s on the tragedies of
let’s say it’s on the tragedies of Shakespeare in which for the first six
Shakespeare in which for the first six
Shakespeare in which for the first six weeks of the teaching term I know
weeks of the teaching term I know
weeks of the teaching term I know nothing about Shakespeare but let’s just
nothing about Shakespeare but let’s just
nothing about Shakespeare but let’s just pretend I do that I teach them about the
pretend I do that I teach them about the
pretend I do that I teach them about the tragedies of Shakespeare and how to
tragedies of Shakespeare and how to
tragedies of Shakespeare and how to teach the tragic
teach the tragic
teach the tragic is a Shakespeare and then the students
is a Shakespeare and then the students
is a Shakespeare and then the students put on a course in a recovery college
put on a course in a recovery college
put on a course in a recovery college open and free to anybody who wants to
open and free to anybody who wants to
open and free to anybody who wants to come and find out about the tragedies of
come and find out about the tragedies of
come and find out about the tragedies of Shakespeare well something very like
Shakespeare well something very like
Shakespeare well something very like that actually happening in Sheffield now
that actually happening in Sheffield now
that actually happening in Sheffield now run by a colleague of mine and it’s been
run by a colleague of mine and it’s been
run by a colleague of mine and it’s been going now for about two years I think
going now for about two years I think
going now for about two years I think our universities are full of untapped
our universities are full of untapped
our universities are full of untapped potential every year in sheffield in
potential every year in sheffield in
potential every year in sheffield in leeds all these generally young and
leeds all these generally young and
leeds all these generally young and energetic people energetic people arrive
energetic people energetic people arrive
energetic people energetic people arrive wanting to learn wanting to develop
wanting to learn wanting to develop
wanting to learn wanting to develop personally and this would be an
personally and this would be an
personally and this would be an opportunity to add to those we already
opportunity to add to those we already
opportunity to add to those we already offer these are pictures from some of
offer these are pictures from some of
offer these are pictures from some of the student projects that i’ve been
the student projects that i’ve been
the student projects that i’ve been involved with and you can see their
involved with and you can see their
involved with and you can see their students working alongside citizens in
students working alongside citizens in
students working alongside citizens in the classroom and a lot of those
the classroom and a lot of those
the classroom and a lot of those projects come under the banner of the
projects come under the banner of the
projects come under the banner of the story in sheffield initiative you can
story in sheffield initiative you can
story in sheffield initiative you can google it and and find out more about it
google it and and find out more about it
google it and and find out more about it storing chevy that actually has always
storing chevy that actually has always
storing chevy that actually has always worked primarily with people with
worked primarily with people with
worked primarily with people with long-term mental health issues and we
long-term mental health issues and we
long-term mental health issues and we have many many different projects in
have many many different projects in
have many many different projects in which students take a leading role
which students take a leading role
which students take a leading role working alongside citizens from the
working alongside citizens from the
working alongside citizens from the community learning from citizens and
community learning from citizens and
community learning from citizens and also assisting citizens and with in
also assisting citizens and with in
also assisting citizens and with in university settings or community
university settings or community
university settings or community settings a relatively new project we’ve
settings a relatively new project we’ve
settings a relatively new project we’ve started it’s called the narrative
started it’s called the narrative
started it’s called the narrative masterclass where people with mental
masterclass where people with mental
masterclass where people with mental health difficulties teach medical
health difficulties teach medical
health difficulties teach medical students who want to be psychiatrists
students who want to be psychiatrists
students who want to be psychiatrists about living with a mental health
about living with a mental health
about living with a mental health condition and this is an amazing project
condition and this is an amazing project
condition and this is an amazing project I cannot oversee it but it’s entirely
I cannot oversee it but it’s entirely
I cannot oversee it but it’s entirely designed and run by people are not
designed and run by people are not
designed and run by people are not connected with the university and have
connected with the university and have
connected with the university and have long-term experience of mental health
long-term experience of mental health
long-term experience of mental health conditions and that’s a picture from one
conditions and that’s a picture from one
conditions and that’s a picture from one of them and you can go go on the website
of them and you can go go on the website
of them and you can go go on the website and find out find out more about it and
and find out find out more about it and
and find out find out more about it and one last example i’d like to mention of
one last example i’d like to mention of
one last example i’d like to mention of the kind of work that’s going on is very
the kind of work that’s going on is very
the kind of work that’s going on is very near here at York’s and john university
near here at York’s and john university
near here at York’s and john university there converge program again you can
there converge program again you can
there converge program again you can have a look at that Nick row the
have a look at that Nick row the
have a look at that Nick row the director of the converge program at
director of the converge program at
director of the converge program at York’s and john is a remarkable
York’s and john is a remarkable
York’s and john is a remarkable individual who’s doing amazing things
individual who’s doing amazing things
individual who’s doing amazing things there and so I’ll just finish by saying
there and so I’ll just finish by saying
there and so I’ll just finish by saying that I’m really interested in the agenda
that I’m really interested in the agenda
that I’m really interested in the agenda I’ve been laying out to you and we’re
I’ve been laying out to you and we’re
I’ve been laying out to you and we’re beginning to try and build it in
beginning to try and build it in
beginning to try and build it in Sheffield over the next two or three
Sheffield over the next two or three
Sheffield over the next two or three years and hopefully you’ll see something
years and hopefully you’ll see something
years and hopefully you’ll see something emerge I’m interested in the issue of
emerge I’m interested in the issue of
emerge I’m interested in the issue of issues I’ve been talking to you about
issues I’ve been talking to you about
issues I’ve been talking to you about because I’m an educator I’m a teacher I
because I’m an educator I’m a teacher I
because I’m an educator I’m a teacher I work in mental health I oversee the
work in mental health I oversee the
work in mental health I oversee the engaged learning project I’m really
engaged learning project I’m really
engaged learning project I’m really interested in what inequality does to a
interested in what inequality does to a
interested in what inequality does to a society and northern universities like
society and northern universities like
society and northern universities like Leeds and Sheffield comparatively
Leeds and Sheffield comparatively
Leeds and Sheffield comparatively speaking our centers of great affluent
speaking our centers of great affluent
speaking our centers of great affluent compared to some of the areas around
compared to some of the areas around
compared to some of the areas around them I’m also interested because I
them I’m also interested because I
them I’m also interested because I believe it or not I’m now in my 50s late
believe it or not I’m now in my 50s late
believe it or not I’m now in my 50s late fifties actually I know that’s probably
fifties actually I know that’s probably
fifties actually I know that’s probably a shock to a lot of you ah but Natalie
a shock to a lot of you ah but Natalie
a shock to a lot of you ah but Natalie for over 40 years with serious mental
for over 40 years with serious mental
for over 40 years with serious mental illness myself I’m a professor with with
illness myself I’m a professor with with
illness myself I’m a professor with with Nell a levels and only a couple of GCSEs
Nell a levels and only a couple of GCSEs
Nell a levels and only a couple of GCSEs and between the ages of 16 and 35 I was
and between the ages of 16 and 35 I was
and between the ages of 16 and 35 I was usually so psychiatrically disabled that
usually so psychiatrically disabled that
usually so psychiatrically disabled that I I couldn’t work I was in and out of
I I couldn’t work I was in and out of
I I couldn’t work I was in and out of hospitals homeless and what was it that
hospitals homeless and what was it that
hospitals homeless and what was it that helped me start to build my life after
helped me start to build my life after
helped me start to build my life after what had been in a period of well great
what had been in a period of well great
what had been in a period of well great and considerable difficulty and I
and considerable difficulty and I
and considerable difficulty and I wouldn’t want to put it down to one
wouldn’t want to put it down to one
wouldn’t want to put it down to one thing but probably a very significant
thing but probably a very significant
thing but probably a very significant thing was signing on to an access course
thing was signing on to an access course
thing was signing on to an access course at the University of Sheffield and for
at the University of Sheffield and for
at the University of Sheffield and for two nights a week i think it was i I
two nights a week i think it was i I
two nights a week i think it was i I turn up and and learn about social
turn up and and learn about social
turn up and and learn about social science and history and maths and
science and history and maths and
science and history and maths and goodness knows what else with a mixed
goodness knows what else with a mixed
goodness knows what else with a mixed group of people a right ragbag we were
group of people a right ragbag we were
group of people a right ragbag we were and somehow through that I discovered
and somehow through that I discovered
and somehow through that I discovered that I did have something to offer the
that I did have something to offer the
that I did have something to offer the world that I was able to form meaningful
world that I was able to form meaningful
world that I was able to form meaningful relationships with people that had
relationships with people that had
relationships with people that had talent and such as it is but had
talent and such as it is but had
talent and such as it is but had something
something
something um and I enjoyed it too I enjoyed
um and I enjoyed it too I enjoyed
um and I enjoyed it too I enjoyed learning learning is a wonderful
learning learning is a wonderful
learning learning is a wonderful wonderful thing suddenly the world began
wonderful thing suddenly the world began
wonderful thing suddenly the world began to open up before me and I wouldn’t want
to open up before me and I wouldn’t want
to open up before me and I wouldn’t want to put myself up as any sort of example
to put myself up as any sort of example
to put myself up as any sort of example I’ve had a lot of advantages in life
I’ve had a lot of advantages in life
I’ve had a lot of advantages in life with which others haven’t and things are
with which others haven’t and things are
with which others haven’t and things are very very difficult at the moment for
very very difficult at the moment for
very very difficult at the moment for people with mental health problems I
people with mental health problems I
people with mental health problems I wouldn’t want to put my own recovery
wouldn’t want to put my own recovery
wouldn’t want to put my own recovery such as it is because I still live with
such as it is because I still live with
such as it is because I still live with mental illness today down to just
mental illness today down to just
mental illness today down to just education one of the things that
education one of the things that
education one of the things that probably helped me before that was I’ve
probably helped me before that was I’ve
probably helped me before that was I’ve got a secure place to live I can see the
got a secure place to live I can see the
got a secure place to live I can see the lady at the back waving things are hard
lady at the back waving things are hard
lady at the back waving things are hard now but I think probably one of the
now but I think probably one of the
now but I think probably one of the reasons that I’m energetically invested
reasons that I’m energetically invested
reasons that I’m energetically invested in this agenda is as much to do with my
in this agenda is as much to do with my
in this agenda is as much to do with my own story as my reading of the academic
own story as my reading of the academic
own story as my reading of the academic literature so thanks for listening
”
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