- Class Number 2929
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Fouzieyha Towghi
- Dr Fouzieyha Towghi
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
This course introduces the student to existing and emerging paradigms for studying the relationship among health, development, and global change, including political economy, political ecology, environmental justice, and human rights perspectives. It will draw, in particular, on critical-interpretive literature in medical anthropology. Selected ethnographies and case studies from Africa, Latin America, Asia and the Pazific will illustrate the various theoretical frameworks, with emphasis on the health effects of development. The final section of the course explores health policy and activism in the context of human rights based approaches to health.
Upon successful completion, students will have the knowledge and skills to:Upon successful completion of this course, students will have the knowledge and skills to:
- Analyse how changes in the global political economy, including the promotion of free trade and other neoliberal policies, are affecting health and well-being;
- Evaluate how livelihoods and landscapes are being altered by these policies and practices and explore the health consequences of these changes;
- Analyse how structural inequalities of gender, age, ethnicity, and race contribute to health disparities in the context of globalization;
- Explore people's agency in the context of these global changes, particularly how human rights based approaches are being used to negotiate access to better health and treatment; and
- Effectively apply critical reading and writing skills.
Additional Course Costs
All readings will be available through the course Wattle site or via an electronic book in the ANU library system. Digital recording of the seminars will be made available online through the course Wattle site. Please make sure not to breach the copyright conditions of the course materials (personal and academic use only). I will also be sending emails periodically to students throughout the semester so please make sure that you are able to access your ANU email account and can check it regularly.
Students will be given feedback in the following forms in this course:
> Written feedback and comments on written work. In class oral feedback as well as written comments on the online forum page to the entire class-
> on analysis of assigned texts and any queries and confusion that may emerge pertaining to understanding the assigned readings and related concepts.
> Students are also welcome to meet the course convener during office/consultation hours to further clarify and discuss the assigned texts.
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to the course syllabus/guideline; meeting each other||None|
|2||What is Global Health? Lecture and discussion||Weekly reflection/ individual presentation|
|3||Critical Medical Anthropology, Representing Lives, and the Health Costs of Neoliberal Reforms Lecture and discussion||Weekly reflection/ individual presentation|
|4||Global Health, Global Inequality, & Legacies of Colonial Medicine Lecture and discussion||Weekly reflection/ individual presentation|
|5||On Childbirth, Midwives, and Reproductive healthcare from a Postcolonial Critical Frame Lecture and discussion||Weekly reflection/ individual presentation Essay proposal toward final project is due|
|6||Reimagining Global Health: Ethics, and Priorities Lecture and discussion||Weekly reflection/ individual presentation|
|7||The Idea of Progress and Development Lecture and discussion||Weekly reflection/ individual presentation Annotated Bibliography is due.|
|8||Global NGOs and Global Governance Lecture and discussion||Weekly reflection/ individual presentation.|
|9||Humanitarianism Lecture and discussion||Weekly reflection/ individual presentation|
|10||Workshopping Final Paper Projects Lecture||Weekly reflection/ individual presentation|
|11||Epidemics, Pandemics, and Medical Crises Lecture and discussion||Weekly reflection/ individual presentation|
|12||Students Presentation of final paper projects||final paper due/ present project in class|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Crtical Reflection/Summary (15%)||15 %||28/02/2022||23/05/2022||1, 5|
|Participation (10%)||10 %||28/02/2022||23/05/2022||5|
|A. Research Project Essay Proposal, 600 words (10%)||10 %||21/03/2022||28/03/2022||1, 2, 3, 4|
|B. Annotated Bibliography, 1000 words (15%)||15 %||18/04/2022||25/04/2022||1, 2,, 3, 4|
|C. Research Project final essay, 3500 words (40%)||40 %||23/05/2022||12/06/2022||1, 2, 3, 4|
|Conference Style Presentation, 10 minutes, with powerpoint summary (10%)||10 %||23/05/2022||12/06/2022||5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assigned readings for this course have been carefully selected for each thematic session. It is expected that students complete all the assigned readings for the designated week before attending class. It is in your interest to invest time and effort into the readings and attend all scheduled classes.
Your active participation in the class is highly encouraged and crucial to having an engaged and lively class. You are expected to come prepared for interaction. Each student’s contribution that include your entries on the forum discussion will enrich our time together so please do your part. All the readings are available via the wattle course site. It is your responsibility to download the readings and have access to them during the class sessions for further discussion.
Each week, as we move along and where relevant, I will highlight key concepts for you to reflect upon. Together we will discuss these concepts and link them to the readings. By keeping up with assigned readings, reviewing the weekly forum contributions before class, and regularly attending class, you will be able to gain a much deeper understanding of the concepts and theories introduced in this course. This practice will also aid you to engage these concepts and theories and the ideas from the course material accurately and more effectively in your analysis of your chosen topic for your final research project.
Please make sure not to breach the copyright conditions of the course materials (personal and academic use only). It is in your interest to avoid missing class. You are encouraged to connect with other students in your class who can share their lecture notes if you miss a class session.
Assessment Task 1
Learning Outcomes: 1, 5
Crtical Reflection/Summary (15%)
A student discussion forum is set up on the course wattle site. All students are required to submit entries to this discussion board. Starting the second week, all students (whether you are registered as on campus or online student) are required to submit entries. You are required to submit a minimum of 6 different weeks of entries out of 9 weeks of assigned readings. The week that you choose to present is not eligible for submission. There are discussion areas set up for each week so please make sure you post in the correct designated area. All entries must be posted by 11 am on the day of the class. This allows the other students time to read your posting before the start of seminar -12 pm. Please DO NOT upload a word or pdf file as your posting, the posting should be typed on the forum page or cut and pasted into the forum page.
An entry should be at least 300 words and can consist of questions generated from your reading of the material for that particular week, a focused analysis of a specific or overarching argument made by each author, a comparison of specific points made by each author, or observations on events that are directly related to the readings. You can also relate the reading for that week to previous weeks' readings as a way to put the readings in conversation with each other. To receive credit for your posting, the entry must demonstrate that you have done the reading so you should address a specific point made in the readings and include at least one quotation and page number from the readings assigned for that week. I encourage you to use this forum as a means to engage in dialogue with your fellow students, thus, you can submit a new post or reply to another student’s posting. When you reply to another student’s post make sure to ALSO include a different quotation that may either serve to support or refute the point that you are responding to in your own posting. Further detailed instructions will be made available on the course wattle page.
Assessment Task 2
Learning Outcomes: 5
Each student will select a day to present and lead discussion of the readings assigned for that day. Your presentation must include at least 10 quotations that you believe represent the critical points from the readings. Discussion questions should help to illuminate the subject matter and contribute to connecting themes of the articles to other themes in the course or related issues at large. Thus, “what do you think about this?” does not constitute a substantial question. In addition, when you present the material, you must also present at least one outside example to help illustrate the themes for that session. The example can be a short video clip, a newspaper article, a published research study, a case study from a particular region, etc. Please create a powerpoint presentation which will be uploaded on the course wattle page. As part of your presentation, you can also design exercises for the class to serve as further illustration of the topics under discussion. Registered Online students are required to send their recorded presentation to the Instructor by no later than 11 am on the day of their presentation, if the student is unable to be present during that class session to present. Upon assessment of the course enrolment numbers for this course, on certain days more than one student will present. Presentation by student will begin on the second week of the course session. Further detailed instructions will be made available on the course wattle page.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 4
A. Research Project Essay Proposal, 600 words (10%)
A. Essay proposal, 600 words (10%) [Learning Outcomes 1, 2, 3, 4]
Please provide me a 600 words summary of your proposed final research project. No more than a page. What topic related to this course would you like to investigate further? See Assessment Task 5 Description for details regarding final project for this course. This assignment is designed to deepen your engagement with the course material and to provide you an opportunity to research a course related topic in greater depth. Further instruction for this assignment will be posted on the course wattle page and discussed in class.
Assessment Task 4
Learning Outcomes: 1, 2,, 3, 4
B. Annotated Bibliography, 1000 words (15%)
Write a 1000 words annotated bibliography of the resources for understanding this global health and development issue that you choose to focus on for your final research paper. This bibliography should include books, journal articles, films, organizational websites, policy papers, etc. There should be at least 15 items/Outside sources and annotation SHOULD BE ON 5 SOURCES- EACH 200-word summary using your own words. DO NOT COPY the abstract provided in the journal article to serve as your summary. [This is an annotation of outside sources] as for the final paper you are required to include/ engage a minimum of 15 in-class sources in addition to the 15 outside sources. The annotated bibliography is part of your final project in this course, see Assessment Task 5 for details.
Further guidelines on writing an annotated bibliography will be provided in class and posted on the course wattle page.
Assessment Task 5
Learning Outcomes: 1, 2, 3, 4
C. Research Project final essay, 3500 words (40%)
This activity is designed to deepen your engagement with the course material and provide you an opportunity to research a course related topic in greater depth.
Students will work throughout the semester to write on a global health and development issue. *This project is designed to deepen your engagement with the theoretical material and challenge you to collaborate and to communicate the importance of a particular global health and development topic to the general public, and/or a targeted audience such as a relevant governmental office and/or a local/international non-governmental organisation (NGO) involved in provision of health care, health advocacy, and/or health policy-making.
You must employ your research and critical thinking skills to write a paper that will enable you to design (in the future) an educational forum that is informative, compelling, creative, and original.
Students are responsible for researching the topic and developing material that will inform the general public and/or targeted audience about the issue. Informed by critical anthropology and medical anthropology literature, you must explain the topic from a historical, political, economic, and social perspective based on your research. Make sure to address the critical elements of this issue and apply a critical medical anthropology approach to help the public understand the complexity of global health and development efforts.
The knowledge you produce in this paper may be directed to advocacy activities that members of the public can engage in order to produce change and become more involved in the issue because global health and development affects everyone not just people in distant locations such as the so-called “Third World.” Depending on the issue, you can address these advocacy issues for children, adults, organizations, etc. Think broadly about mobilization efforts for various groups.
Further guidelines on writing your essay will be posted on the course wattle page and discussed in class.
Assessment Task 6
Learning Outcomes: 5
Conference Style Presentation, 10 minutes, with powerpoint summary (10%)
This activity is designed to help you succinctly demonstrate your understanding of core concepts and methods in medical anthropology and the effective integration of anthropological theories and concept in your global health thematic project. It is also designed to enable you to practice public presentation and to succinctly articulate your critical thinking skills. It is an opportunity to demonstrate your understanding of the relationship between anthropological theories, public health, and social policy as well as the relationship between theoretical and applied research.
Further guidelines on the assignment will be provided in class and posted on the course wattle page.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Dr. Fouzieyha Towghi https://researchers.anu.edu.au/researchers/towghi-f
Dr Fouzieyha Towghi