140335 KU TEF B - Introductory Seminar: Transdisciplinary Development Research (2016S)

Introduction to Health and Developmen

6.00 ECTS (2.00 SWS), SPL 14 - Orientalistik, Afrikanistik, Indologie und Tibetologie

Continuous assessment of course work

The course will be conducted in English. It is possible to hand in assignments in other languages upon arrangement with the lecturers.

Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Registration is open from We 17.02.2016 10:00 to We 24.02.2016 10:00
Registration is open from Th 25.02.2016 10:00 to Tu 01.03.2016 10:00
Deregistration possible until Th 31.03.2016 23:59

Details

max. 40 participants

Language: English

Lecturers

Classes (iCal) - next class is marked with N

    
    Tuesday
    15.03.
    10:00 - 13:00
    (ehem. Seminarraum Internationale Entwicklung Afrikawissenschaften UniCampus Hof 5 2Q-EG-05)
    
    Tuesday
    12.04.
    10:00 - 13:00
    (ehem. Seminarraum Internationale Entwicklung Afrikawissenschaften UniCampus Hof 5 2Q-EG-05)
    
    Tuesday
    26.04.
    10:00 - 13:00
    (ehem. Seminarraum Internationale Entwicklung Afrikawissenschaften UniCampus Hof 5 2Q-EG-05)
    
    Tuesday
    10.05.
    10:00 - 13:00
    (ehem. Seminarraum Internationale Entwicklung Afrikawissenschaften UniCampus Hof 5 2Q-EG-05)
    
    Tuesday
    24.05.
    10:00 - 13:00
    (ehem. Seminarraum Internationale Entwicklung Afrikawissenschaften UniCampus Hof 5 2Q-EG-05)
    
    Tuesday
    07.06.
    10:00 - 13:00
    (ehem. Seminarraum Internationale Entwicklung Afrikawissenschaften UniCampus Hof 5 2Q-EG-05)
    
    Tuesday
    21.06.
    10:00 - 13:00
    (ehem. Seminarraum Internationale Entwicklung Afrikawissenschaften UniCampus Hof 5 2Q-EG-05)

Information

Aims, contents and method of the course

AIMS
The course introduces students to different perspectives on and contexts of health and development in order to establish a common ground to critically analyse and discuss interrelations between health and development in context. Furthermore students will have a chance to deal with selected methods of health research and promotion within the context of development work, with the aim to allow a basic understanding and critical reflection of approaches and contexts.

CONTENTS
The course is composed of three parts and will be conducted in seven sessions. The last session (Part III) will be used to consolidate the learning and guide students for preparing for the final assignment essay.

Part I General introduction to health and development:
a) Introduction to Health, Illness and Disease:
To start into the topic, we will explore and trace back different understandings of and perspectives on health, illness and disease. Major definitions and agendas of health (and health in development) will be presented and discussed.

b) Theoretical approaches to Health in Social Sciences and Development Studies:
In this part, students will first deal with three theoretical approaches to health and illness, developed in different social contexts and stressing distinct structural linkages between Health, Society and Development.

They will then be introduced to a variety of disciplinary perspectives approaching the topic of HIV/AIDS as a case study. In class, we will discuss the complex interactions of different social, political, historical and further contextual factors in creating and addressing vulnerability for HIV/AIDS.

Part II Investigating and promoting health: Introduction to research approaches and participatory health promoting programs

In this part, students will do readings, practical exercises, a workshop with a guest (practitioner) and discussion in various formats to gain insight into selected methods and methodologies of investigating health issues. It aims to improve a conscious and critical reading of studies on health and development.

Main public health intervention models and an example of participatory development projects on sanitation and hygiene will be discussed and students have the chance to learn from a guest lecturer working on migrant‘s health in Austria.

Part III One full session will be used to guide students on how to write an essay with a topic related to the course (the final assignment). Writing and other assignments given in each class, concepts and model introduced and inputs in class will be used to guide students towards the final essay.

METHODS
Different discussion formats (world café; fishbowl, expert discussion) will be used to engage with topics in class based on selected readings to be prepared for each class. Presentations by the lecturer, small poster and group presentations by students and

Assessment and permitted materials

Regular attendance to class (only 1 absence is tolerated)
Small written homework assignments and final essay assignment (individual: can be written in German or English or other language UPON PRE-ARRANGEMENT; topics need to be developed by each student), group presentations, participation in class
As interactive methods will be used, all students will be asked to read an article or prepare group or individual homework in preparation of each session; this is a VITAL requirement for this course!

Minimum requirements and assessment criteria

Grading will be derived from a detailed grading-points scheme including homeworks, group presentations, participation and (to a larger extend) the final essay. The grading scheme will be presented in the first session.
Max. 50% of total grading-points have to be achieved. Only 1 absence is tolerated.

Examination topics

Does not apply: Exams are not part of the assignments for this course.

Reading list

LV-Literatur (Unterrichtssprache) Readings will be announced in the first session with the detailed course outline

Preliminary literature for Part I:

Armstrong, David, 1998: Bodies of knowledge/ knowledge of bodies. In Janes, Colin and Ray Porter (ed.), Reassessing Foucault. Power, Medicine and the Body, London: Routledge, 17-27.

Elbe, Stefan 2005: AIDS, Security, Biopolitics. International Relations. 19(4): 403–419.

Farmer, Paul 2004: An Anthropology of Structural Violence. Current Anthropology, 45(3): 305-325.

Farmer, Paul 1996: On Suffering and Structural Violence: A View from Below. Daedalus, 125(1): 261-283.

Foucault, Michel 1975: The Birth of the Clinic: An Archaeology of Medical Perception. Translated by A. M. Sheridan Smith, New York: Vintage Books.

Kenneth M Boyd 2000: Disease, illness, sickness, health, healing and wholeness: exploring some elusive concepts. Journal for Medical Ethics: Medical Humanities, 26: 9-17.

Kleinman, Arthur 1980: Patients and Healers in the Context of Culture, London: University of California Press.

Lupton, Deborah, 2012. Medicine as Culture: Illness, Disease and the Body. London et al.: Sage.

Mane, Purnima, and Peter Aggleton 2001: Gender and HIV/AIDS: What Do Men Have to Do with It? Current Sociology, 49(6): 23-37.

Packard, Randall 1997: Visions of Postwar Health and Development and Their Impact on Public Health Interventions in the Developing World. In Cooper, Frederick and Randall Packard (ed.), International Development and the Social Sciences. Essays on the History and Politics of Knowledge. London: University of California Press.

Russell, Stephen 2004: The economic burden of illness for households in developing countries: a review of studies focusing on malaria, tuberculosis, and human immunodeficiency virus/acquired immunodeficiency syndrome. American Journal of Tropical Medicine and Hygiene, 71(Suppl 2): 147–155.

Schaffar, Wolfram 2007: HIV-Positive als politische Akteure in Thailand: Vernetzung, Selbstorganisation und Wiederaneignung. Peripherie, 27(105/106): 57-80.

Stoler, Ann L. 1997: Carnal Knowledge and Imperial Power. Gender, Race, and Morality in Colonial Asia. In lancaster, Roger N. and Micaela di Leonardo, The Gender/Sexuality Reader: Culture, History, Political Economy. New York: Routledge.

Association in the course directory

TEF B

Last modified: Mo 07.09.2020 15:35