ANTHROPOLOGY 313
SEMINAR IN GLOBAL HEALTH ISSUES
FALL 2012
Sturges 103
Tuesdays and Thursdays 2:30 – 3:45
Instructor: Professor Rose-Marie Chierici
Office hours: Tuesday and Thursday: 9:00-9:30; Wednesday 11:00-12:00 and 1:00-2:00, or at other times by appointment
Office: Sturges 13, ext. 5818
Email: chierici@geneseo.edu
Teaching Assistant: Grace Trompeter
Email: gat3@geneseo.edu
COURSE DESCRIPTION
Globalization can be defined as the complex web of social relationships, cultural and economic exchanges created by the flow of capital, people, and ideologies across national borders. This course examines the effects of globalization on the health of people around the globe --in the developing world as well as in more affluent Western nations-- and relates disparities in the spread of preventable and chronic diseases and access to basic health services to the growing inequality between rich and poor nations and rich and poor within particular countries. The readings will highlight that uneven distribution of health resources eventually lead to global health problems that cut across national, ethnic, gender, and social class divisions. Some of the main points to be covered in readings and class discussions include: ethical, economic and social repercussions of the HIV/AIDS pandemic; the emergence and impact of new illnesses and epidemics; the feminization of poverty and its effects on the health of children across the globe; the impact of social, cultural and economic stigma on access and utilization of health care; the relationship between political repression and violence and international migration; and the status and health of refugee populations. The theoretical perspective used to analyze these issues draws on the work of medical and public anthropologists as well as the literature on globalization, public health, race, ethnic and gender politics and studies of stigma and its effects on health and health care.
This course stresses an experiential and collaborative approach, meaning that you the students are active partners in the learning process. You will work individually and in teams. Team work consists of evaluating the readings, sharing insights with your partners, and leading a discussion session.
Since this is a discussion-based class, your input is vital to the success of the semester. Please come to class having completed all assignments and ready to participate in discussions. Do not hesitate to your insights and your questions. Rest assured that all contributions are valuable and that your views will be respected.
LEARNING OUTCOMES
· Students will learn and demonstrate their knowledge of the content of the study of global health issues and the effects of globalization on the health of people across the globe by writing essays based on readings, lectures and individual research.
· Students will be able to analyze and interpret health issues using Critical Medical Anthropology in essays based on readings, lectures, and individual research project. They will further demonstrate these skills in an oral presentation of their own research projects and leading a class discussion of their topic.
· Students will understand theoretical perspectives of Critical Medical Anthropology in essays drawn from readings, lectures and an individual research projects.
· Students will demonstrate critical thinking in their evaluation of the relevance of Medical Anthropology relative to other models of Cultural Anthropology in essays drawn from readings, lectures and individual research projects.
· Students will demonstrate oral competency, library skills and writing skills relative to the study of Medical Anthropology in the presentation, discussion and classroom defense of their research projects.
REQUIRED TEXTS
Hans Baer, Merrill Singer and Ida Susser, Medical Anthropology and the World System, 2nd Edition. Praeger, 2003
Charles L. Briggs with Clara Mantini-Briggs, Stories in the Time of Cholera. U of California Press, 2003
Svea Closser, Chasing Polio in Pakisatan: Why the World’s Largest Public Health Initiative May Fail. Vaderbilt U Press, 2010. 978-0-8265-1709-8
Claire L. Wendland, A Heart For The Work:. U of Chicago Press, 2010.
Additional readings can be accessed on myCourses.
GRADING
Grades will be computed in the following way:
- two reaction papers and critiques (3pp.) worth 20% each (40%),
- team research project 20%
- student–led class discussions 10%,
- final 15%,
- journal postings 10%
- class participation 5%
GUIDELINES:
- Reaction papers are short essays, max. 4 pp., which analyze critically an aspect of the readings. Two reaction papers are scheduled this semester, each after a set of readings about a particular topic. For your reaction paper: choose an issue that you find interesting/compelling and compare how the authors examine this issue and add an additional perspective from your own research, making sure that your paper includes cross-cultural comparisons (at least two additional sources). Keep the following questions in mind: Why do you find the issue significant? Why is it important/significant in the context of global health?
- Student-led discussions are an interesting tool which gives you the student the opportunity to highlight your own perspectives on a particular reading. This is a team-based exercise. Important: On the day you are assigned to lead a discussion, your team should come prepared with: 1) a brief summary/explanation of the reading which highlights a specific aspect of the author’s discussion and why you find this issue of interest in the context of this class. Why is this issue relevant? Can you link it to a particular theoretical perspective? To other readings? 2) Prepare a few questions and comments to engage us in exploring these ideas. Our class TA, Grace Trompeter, and I are available to meet with you a week before your scheduled presentation if you wish to discuss some ideas. Each team will be assigned a 20 min slot at the beginning of the semester. 3) Drop an annotated bibliography and discussion outline by 8:00 am on the day of your presentation in the folder marked “Student Led Discussions” in the Course Materials section of myCourses. 4) Each team should meet with Librarian Kim Hoffman one week before your scheduled discussion session.
- Group Research Project: A semester long research project on a topic of your choice. This will discussed thoroughly in class and our teaching team—myself, Research Librarian Kim Hoffman, and class TA Grace Trompeter, will assist you as you make your decisions. This project represents a significant component of your final grade so prepare accordingly. We will have a list of possible topics in the folder marked “Poster Session” in the Course Material section of myCourses.
- The Final is also a group effort and will consist of a formal presentation of your group project.
- A minimum of 10 entries consisting of thoughtful short interpretations/analyses of the reading, films or discussions. We expect entries to: be at least 150 words; be well-written; and represent a thoughtful evaluation of the material. Drop these assignments in the folder entitled Commentaries in myCourses.
- The class participation portion of your grade reflects how engaged you are in class and how you keep up with the readings. Come to class prepared to participate in discussions.
- Extra credit: you can earn two extra points on your final grade by completing five of the following choices and writing a 200 words summary for each: attend programs related to the course, visit a health center which provides care to minorities or immigrants, interview a care provider about their perspective on global health concerns, or interview an immigrant about their health beliefs. If you have other suggestions, discuss them with Grace or I first. Post your entries in the appropriate folder on myCourses. No partial credits!
Please note: all assignments are due on the date indicated on the syllabus. There will be a penalty for late assignments.
· We will follow the plagiarism policy outlined in the College bulletin; please review it.
· You need to cite all sources of information used in your assignments. Failure to do so will be considered as plagiarism and result in lower grades or even failing the assignment. For more information, consult the Geneseo Citing Guide http://writingguide.geneseo.edu/
· This is a 300 level discussion-based seminar therefore I expect that you will come to class prepared, complete all assignments on time, and attend classes regularly.
COURSE SCHEDULE
Week One
T 8/28 INTRODUCTION
Objectives and expectations
What is Anthropology?
Relevant anthropological perspectives and paradigms
http://chronicle.com/article/5-Professors-Join-Vanderbilts/133539/#top
R 8/30 Library instruction
Kim Hoffman will do a short introduction to scholarly research.
*** Class will meet in Milne 104 for this session
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Week Two CULTURE, DISEASE AND ILLNESS: AN ANTHROPOLOGICAL APPROACH
T 9/4 Reading: Medical Anthropology and the World System (MAWS), chapter 1.
And the following articles:
“The Politics of Child Survival” (book review)
Sachs, “The Voiceless Dying: Africa and Disease”
Discussion: Define Global Health.
Globalizing health/Westernizing healthcare
R 9/6 THE SOCIAL CONTEXT OF MEDICINE AND HEALTH CARE
Reading: MAWS, chapter 2 and Part III
Declaration of Alma Ata: www.who.int/hpr/NPH/docs/declaration_almaata.pdf
Student discussion:
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Week Three GLOBALISATION AND LOCALISATION: CONTEXTUALIZING HEALTH AND HEALTHCARE
T 9/11 Reading: Inge Kaul et al, “Health as a Global Public Good”
MAWS, chapter 3
Student discussion:
R 9/13 SOCIAL JUSTICE AND ACCESS TO QUALITY CARE
TUBERCULOSIS, MALARIA, AND AIDS: MEDICAL ETHICS, SOCIAL RIGHTS, AND HEALTH
Reading: Farmer, Pathologies of Power, Part 1
MAWS, chapter 8
Class discussion: Identify and come prepared to discuss themes covered so far. What questions do you have? What are the strengths and weaknesses of various approaches?
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Week Four
T 9/18 Reading: Farmer and Arachu, “Understanding and Addressing AIDS-Related Stigma”
“Report Highlights AIDS Risk to Black Men and Women”
Patients Declaration –Cange
Film: A Closer Walk
Write a short review of the film which includes a comparison with a published review. Post on myCourses in the folder Commentaries; this will count as one of the weekly entries.
R 9/20 BIOMEDICINE AND CULTURE
Reading: Wendland, A Heart for the Work
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Week Five
T 9/25 Reading: Wendland, A Heart for the Work
R 9/27 Reading: Wendland, A Heart for the Work
Student discussion
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Week Six SUFFERING: THE SOCIAL AND EMOTIONAL COST OF HUMAN SUFFERING
T 10/2 Reading: Scheper-Hughes, “Death without Weeping”
Student discussion:
***First reaction paper is due 10/16 and should address readings covered until 9/27.
R 10/4 Reading: Corbett, “Patients Without Borders”
http://www.nytimes.com/2007/11/18/magazine/18healthcare-t.html?_r=1
Discussion: This section of the course raised important questions about health, social justice, and the meaning of suffering. What are the themes you take away from these discussions? Summarize your thoughts and come prepared to address them.
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Week Seven
R 10/11 FALL BREAK
T 10/9 PUBLIC HEALTH INITIATIVES
Reading: Closser: Chasing Polio in Pakistan
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Week Eight
T 10/16 Reading: Closser: Chasing Polio in Pakistan
** First essay is due today.
R 10/18 Reading: Closser: Chasing Polio in Pakistan
Student discussion
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Week Nine
T 10/23 Reading:
Johnson-Hanks, “On the Politics and Practice of Muslim Fertility”
Ginsburg, “A Surfeit of Bodies…”
Lee, “Engineering More Sons than Daughters”
Discussion: Reproductive health and reproductive strategies are important concerns in all cultures. In your view, how should global health policies and programs balance cultural, religious, public health, and political concerns?
Film: No woman, No Cry
R 10/25 Reading:
Ellison, “Authoritative Knowledge and Single Women’s Unintentional Pregnancies, Abortions, Adoptions, and Single Motherhood: Social Stigma and Structural Violence”
Schwartz, Timothy T. “Children are the Wealth of the Poor…”
Student discussion
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Week Ten
T 10/30 Reading: Organ transplantation readings TBA
R 11/1 Reading:
***Second essay is due 11/27
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Week Eleven
T 11/6 Reading:
R 11/8 Search for a journal article AND a newspaper or magazine article that addresses xxxx from another cultural perspective. Summarize your articles and come prepared to discuss them.
Student led discussion
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Week Twelve EPIDEMICS AND EMERGING DISEASES
T 11/13 Reading: Briggs and Briggs, Stories in the Time of Cholera, Introduction and chs. 1 through 3
R 11/15 Reading: Briggs and Briggs, Stories in the Time of Cholera: chs. 4 through 9
The story of cholera:
http://www.youtube.com/watch?feature=player_embedded&v=jG1VNSCsP5Q
Student discussion
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Week Thirteen
T 11/20 Reading: finish Briggs and Briggs, Stories in the Time of Cholera: finish the book.
R 11/22 Thanksgiving Holiday
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Week Fourteen
T 11/27 Second Essay is due today.
What do you think is an emerging health issue that we haven’t addressed in this class but should be concerned with? Come to class to discuss one issue you feel merits attention.
R 11/29 Video: Birth of a Surgeon
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Week Fifteen
T 12/4 EMERGING ISSUES
Reading:
Marshall and Darr, “Ethical Issues in Human
Replacement: A Case
Study from India”
Desowitz: “Kala Azar: The Long Anguish of the Black Sickness”
Barlow, Maude “Blue Gold” http://www.thirdworldtraveler.com/Water/Introduction_BG.html
Waldman, Amy “On India's Roads, Cargo and a Deadly Passenger”
Petryna, “Globalizing Human Subjects Research”
R 12/6 Your thoughts on migration and its impact on global health. Bring an article from a newspaper or a magazine that addresses this issue.
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FINAL: Presentation of Research Projects
Monday December 17
3:30-6:30