Implications of different types of recovery identities and common challenges

Implications of different types of recovery identities and common challenges

Instructions/Descriptions

Implications of different types of recovery identities and common challenges

The purpose of this assignment is to prepare you for your final experience.  In your research proposal, you will briefly introduce and explain the topic you will analyze for your final paper, provide a rationale for why your topic is worth exploring, describe key concepts that will help you analyze your topic, inform me of your medium (essay, performance, short film, zine, comic, dance, poetry, something else?), and include an annotation of at least 2-3 scholarly references that speak to your topic.

For the annotated bibliography portion, you will identify, read, and annotate 2-3 scholarly journal articles or book chapters (no older than 2010) that provide a rationale for, theoretically ground, and practically inform your final paper. Provide the APA, MLA, or Chicago citation (stick with one style) and write 3-5 sentences for each.

Journal articles and chapters from Communication journals are highly encouraged as these texts will align most closely with our course conversations (compared to, for example, psychology). Some peer-reviewed journals that may be of use are Journal of Intercultural Communication Research, Communication, Culture & Critique, Communication and Critical/Cultural Studies, Cultural Studies ↔ Critical Methodologies, Liminalities, Trans Studies Quarterly, Rhetoric, Politics, and Culture, Text & Performance Quarterly, QED: A Journal in GLBTQ Worldmaking, and Women’s Studies Quarterly.

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What are annotations?

An annotation is a brief note following each citation listed on an annotated bibliography. The goal is to briefly summarize the source and/or explain why it is important for a topic. They are typically a single concise paragraph. For our COM 263 class, your annotation should result in a thoughtful paragraph of at least 3-5 sentences explaining the key arguments and concepts, guiding theories, and how the text is useful to your final case study paper topic. These annotations should be written in ways that will be useful to your final paper.

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See this video (Links to an external site.) for more information on annotated bibliographies. Purdue Owl (Links to an external site.) also has helpful information.

Examples of annotations (not in the context of this class; all in APA format).

Ashford, R. D., Brown, A. M., Eisenhart, E., Thompson-Heller, A., & Curtis, B. (2018). What we know about students in recovery: Meta-synthesis of collegiate recovery programs, 2000-2017. Addiction Research & Theory, 26(5), 405-413. https://doi.org/10.1080/16066359.2018.1425399

The authors in this study employ a meta-synthesis design to analyze and explore the leading qualitative research on student experiences in collegiate recovery. This recent meta-analysis will help guide me to other studies that will help ground the rationale and significance for my study. From the synthesis, the authors identified six metaphors from 10 studies from 2000-2017: social connectivity, recovery supports, drop-in recovery centers, internalized feelings, coping mechanisms, and conflict of the dual role of recovery/student status and identity. With respect to the areas of inquiry for this project, the studies about social connectivity, internalized feelings, coping mechanisms, and conflict of recovery/student status will be most helpful in addressing gaps in the literature and linking my findings to past studies.

Bell, N. J., Kanitkar, K., Kerksiek, K. A., Watson, W., Das, A., Kostina-Ritchey, E., Russell, M. H., & Harris, K. (2009). University students in recovery: Implications of different types of recovery identities and common challenges. Alcoholism Treatment Quarterly, 27(4), 426-441. https://doi.org/10.1080/07347320903209871

This qualitative study draws from in-depth interviews from students in recovery from alcohol and other drug addictions with particular attention to the challenges students experience in university settings. The authors found that identity development of students in recovery used their hopeful academic achievements as a way to maintain their recovery—identity development is critical to academic success. This article is useful for my study to strengthen my argument that 1) students undergo complex identity negotiations in the context of academics to support their recovery and 2) that these identity negotiations promote academic success, which may assist in  long-term recovery.

De la Garza, A., & Ono, K. (2015). Retheorizing adaptation: Differential adaptation and critical intercultural communication. Journal of International and Intercultural Communication, 8(4),269-289. https://doi.org/10.1080/17513057.2015.1087097

As an alternative approach to traditional cultural adaptation theory, the authors suggest that adapting to the dominant U.S. culture is not necessarily a unidirectional process. That is, previous intercultural communication scholars have ignored how immigrants might refuse to assimilate and/or enact agency when facing racial marginalization and domination. Therefore, differential adaptation underscores the importance of learning from individual experiences that shed lights on their disidentification or disconnect with the dominant U.S. culture/society. This theoretical framework might inform our study on how Filipino (Americans) negotiate their personal and cultural identities through the process of adaptation. More specifically, we might ask how differential adaptation experiences shape their sense of belonging and in turn, how their cultural identities make them adapt to the U.S. society differentially.

Fanon, F. (1967). Black skin, white masks. Paladin.

Frantz Fanon’s classical text has mapped the psychological and psychoanalytical extent of the oppression of Black people in a white world. And even then, Fanon’s insights resonate with other historically marginalized groups in their struggle for cultural, political, and economic self-determination. For this study, we are particularly interested in the complex productions of colonized psychic constructions of Blackness and the knotted tensions between the colonized, the colonizers, and their respective interdependent cultures. Fanon’s analysis of dependency and inadequacy will be useful to tease out the intersectional power flows inherent to colonial forces of assimilation in the context of our study. Like postcolonialism, Fanon’s work attends to the larger power structures that situate and complicate our participants’ negotiation of identity and belonging, thereby providing another theoretical grounding to this project.

Shome, R., & Hegde, R. S. (2002). Postcolonial approaches to communication: Charting the terrain, engaging the intersections. Communication Theory, 12(3), 249-270. https://doi.org/10.1111/j.1468-2885.2002.tb00269.x

This piece on postcolonialism and communication studies by Raka Shome and Radha S. Hegde is the first publication in the communication field to ever tackle both. This article simultaneously provides the rationale, methodological, and theoretical grounding for our project. Postcolonialism, at its core, interrogates (colonial) knowledge structures by historicizing them, and so, our research, if it should assume a postcolonial stance, should be very reflexive of the ways that it is both complicit and resistant in producing knowledge. Postcolonialism also requires methodological reflexivity, of being aware of the legacies and histories of some methods, and of the corresponding dilemmas that they may pose to the researcher. Four areas that they have identified at the intersection of postcolonialism and communication studies are representation, identity, hybridity, and agency, and all of these are particularly relevant to how Filipino and cultural minorities in the US negotiate their identities today.

Implications of different types of recovery identities and common challenges

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