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Applying critical discourse analysis to cross-cultural mental health recovery research
Abstract
The purpose of this paper is to demonstrate how critical discourse analysis (CDA) frameworks can be used in cross-cultural mental health recovery research. CDA is a qualitative approach that critically appraises how language contributes to producing and reinforcing social inequalities. CDA regards linguistic productions as reflecting, consciously or unconsciously, the narrators' understandings of, or attitudes about, phenomena. Mental health recovery research aims to identify and address power differentials, making CDA a potentially relevant approach. However, CDA frameworks have not been widely applied to mental health recovery research. We adapted established CDA frameworks to our cross-cultural mental health recovery study. The adapted methodology comprises (1) selecting discourses that indicate positive changes and (2) considering sociocultural practices informed by relevant cultural characteristics identified in our previous research, without placing value judgments. Our adapted framework can support cross-cultural mental health recovery research that uses CDA.
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Date
2025
Type
Article
Subject
Mental health recovery, Research design, Linguistics, Cultural diversity
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Citation
Kotera, Y., Daryanani, R., Skipper, O., Simpson, J., Takhi, S., McPhilbin, M., Ingall, B. R., Namasaba, M., Jepps, J., Kellermann, V., et al. (2025). Applying critical discourse analysis to cross-cultural mental health recovery research. JMIR Formative Research, 9, pp.e64087.
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©Yasuhiro Kotera, Riddhi Daryanani, Oliver Skipper, Jonathan Simpson, Simran Takhi, Merly McPhilbin, Benjamin-Rose Ingall,
Mariam Namasaba, Jessica Jepps, Vanessa Kellermann, Divya Bhandari, Yasutaka Ojio, Amy Ronaldson, Estefania Guerrero,
Tesnime Jebara, Claire Henderson, Mike Slade, Sara Vilar-Lluch. Originally published in JMIR Formative Research
(https://formative.jmir.org), 21.02.2025. This is an open-access article distributed under the terms of the Creative Commons
Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction
in any medium, provided the original work, first published in JMIR Formative Research, is properly cited. The complete
bibliographic information, a link to the original publication on https://formative.jmir.org, as well as this copyright and license
information must be included
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