- Class Number 4518
- 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 cross-cultural comparative perspectives on indigenous medicines, healing and health in colonial and post-colonial contexts. Contemporary condition of indigenous medicines and healing practices in Australia, Hawaii, Africa, India, and Southeast Asian nations, for example, are intertwined with the history of European colonial racial and gendered objectification of “native” bodies, their medicines and healing approaches. We will examine the relationship between medicine as a tool of empire and how indigenous medicines, healthcare practices, and health have been constructed, regulated, and transformed by colonial and post-colonial science, medicine, and social policies. We will also explore how indigenous conceptions of the body, health, and approaches to care persist as distinctive from contemporary biomedical paradigm. We will explore the effects of this distinction on indigenous medicines, healing practices, and health—that today is also manifest in clinical settings worldwide as a cultural tension between the biomedical doctor and the indigenous patient. Part 1 of the course will focus on the relationship between colonial medicine and indigenous medicines. Part 2 will focus on indigenous forms of medicines and conception of health and healing. Part 3 will focus on the contemporary forms of indigenous medicines and the health of indigenous people in light of the re-emergence of molecular biology, genetic science and the rise of cultural competency paradigm in biomedicine. In the process, students will gain a historical understanding of key concepts associated with the construction of indigenous medicines such as ethnomedicine, traditional, alternative, and medical pluralism vis-à-vis the idea of what is modern and the formation of modernity.
Upon successful completion, students will have the knowledge and skills to:
- effectively apply a critical anthropological perspective to the cross-cultural and comparative study of indigenous medicines, health, and healing;
- examine and understand the place of colonial policies, colonial medicines, and post-colonial development in present conditions of indigenous medicines, health, and healing practices;
- critically analyze how and why indigenous conceptions of the body, health, and approaches to care persist as distinctive from contemporary biomedical paradigm;
- examine and discuss the relationship between historical and contemporary forms of indigenous medicines and the re-emergence of molecular biology, genetic science and the cultural competency paradigm in biomedicine; and
- effectively apply critical thinking and writing and debate issues of social policies pertaining to indigenous health and medicines.
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.
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Students will be given feedback in the following forms in this course:
- Written feedback and comments on written work will be provided with 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 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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to the course; meeting each other. Lecture/ discuss writing critical summaries guideline.||None|
|2||Anthropology and Histories of Medicines: Framing the Issues. Lecture and discussion||Weekly reflection/ and 2 critical questions for discussion|
|3||When the colonial State "discovers" indigenous medicines. Lecture and discussion/ Discuss proposed final research project.||Weekly reflection/ and 2 critical questions for discussion|
|4||Colonial Medical “Science” as a tool of Empire: Focus on Race, Gender, and Sexuality. Lecture and discussion/ Review writing final research project guideline.||Weekly reflection/ and 2 critical questions for discussion|
|5||Colonial Representations of Indigenous/Native (Corporeal and Social) Bodies--- and Disease. Lecture and discussion/ Review evaluation rubric for the final paper project||Weekly reflection/ and 2 critical questions for discussion. Due your optional final project essay proposal|
|6||Indigenous medicines, conceptions health, and approaches to healing. (part 1) Lecture and discussion/ Discuss student progress on research toward final paper: Provide individual feedback to student 3rd hour.||Weekly reflection/ and 2 critical questions for discussion|
|7||Indigenous medicines, conceptions of health, and approaches to healing. (part 2) Lecture and discussion||Weekly reflection/ and 2 critical questions for discussion- Due: your optional annotated bibliography|
|8||Reproductive Health, Traditional Midwives and Midwifery: Colonial genealogies & history of the present. Lecture and discussion||Weekly reflection/ and 2 critical questions for discussion|
|9||Medical Pluralism Lecture and discussion/ Review guideline for final paper conference style presentation.||Weekly reflection/ and 2 critical questions for discussion|
|10||Postcolonial context of Indigenous health and challenges to post-colonial ideologies in healthcare practices. Lecture and discussion/ Discuss progress on final paper, provide oral feedback on conceptual and methodological issues related to the final project.||Weekly reflection/ and 2 critical questions for discussion|
|11||Race, the politics of biomedical and genetic research, and the Epigenome: Implications for indigenous health and healing. Lecture and discussion/ Discuss progress on final paper, provided oral feedback on conceptual and methodological issues related to the final project.||Weekly reflection/ and 2 critical questions for discussion|
|12||Student presentations of Final Research Paper||Final paper due via Turnitin and presentation of final paper|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Critical Reflections (400 words x 6)||20 %||02/03/2022||25/05/2022||1, 5|
|Participation (x10 critical questions)||10 %||02/03/2022||25/05/2022||1, 5|
|RESEARCH Project Final Paper: 3600 words (55%)||55 %||25/05/2022||15/06/2022||2, 3, 4|
|Conference Style presentation (15%)||15 %||25/05/2022||15/06/2022||2, 3, 4, 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 Skills website. 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
Critical Reflections (400 words x 6)
This assignment is designed to help you think concretely and critically about the topic matter at hand, by way of demonstrating in writing your thinking on the assigned texts. This assignment will also help you to participate in class discussions, and facilitate your comprehension of the material. You are required to write a series of 6 weekly (400 words) critical reflections. Your reflections are to be posted on the Wattle weekly assignment page by noon on the day of the course session for which you select to write your critical reflection. In your reflection, describe the main idea(s) of the texts; point out something you found particularly interesting and/or puzzling; raise two questions related to the texts for discussion in class. The question must be formulated well and demonstrate acquaintance with relevant reading assignment. Students may be asked to present their questions and 6 reflections orally in class. The framework for the response papers and presentations will be discussed further in class. You will be provided with written guideline for this assignment during the first week of the class. Late submissions will not be accepted. You have 10 weeks of assigned texts from which to write your (6) required critical summaries. I recommend you begin writing your reflections as early as possible so you can benefit from my feedback. These reflections may also serve as sources and archives to which you can refer for your final research paper. Please Do NOT upload a word or pdf file as your posting, the posting should be typed on the forum page or cut and copied onto the forum page.
Value: 20% (6 x 3.33%)
Assessment Task 2
Learning Outcomes: 1, 5
Participation (x10 critical questions)
This activity is designed to help you develop analytical thinking and communication skills and to demonstrate your ability to reflect on core concepts that emerge in this course. Each week, before arriving to class you are required to post (on the class forum) at least 2 well formulated questions related to the readings. The question should be informed by the readings and based on what you find compelling and noteworthy for further class discussion. Make sure that the sorts of questions you generate can be directed at a specific or overarching argument made by the authors or serve as connective questions that tie the themes presented in the readings related to an observed social phenomenon or other examples we have discussed in class. Students will be called upon randomly to pose their question during the class session. Please note that the two formulated questions are required for all 10 sessions-- so on the week you do a critical reflection be sure to included your 2 critical questions as well.
Value: 10% (10 x 1%)
Assessment Task 3
Learning Outcomes: 2, 3, 4
RESEARCH Project Final Paper: 3600 words (55%)
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. You will have an opportunity to read a book length ethnography related to your chosen research topic and write a research paper:
- You may consider doing a paper focusing on a contemporary disease or the development of and use of a new medical technology. You may consider interviewing a scientist and/ or medical practitioner.
- Or you may consider doing an in-depth proposal for a research project which engages the course literature and issues of interest related to the course themes.
Toward this end you can do an in-depth literature review. The proposal would be appropriate for a Master’s thesis project.
To develop your paper you will be encouraged to write a:
- Research project essay proposal - Guideline to be provided on the course wattle page
- Annotated bibliography-- Guideline to be provided on the course wattle page
Once you finalise your paper you will have an opportunity to present your analysis on Week 12-- See Assessment Task 4
Assessment Task 4
Learning Outcomes: 2, 3, 4, 5
Conference Style presentation (15%)
This activity is designed to help you succinctly demonstrate your understanding of core concepts and methods in application of specific medical anthropology topic you have chosen to address in your final paper. It is also designed to enable you to practice public presentation and succinctly and confidently orally articulate your critical thinking skills. It is an opportunity to demonstrate your understanding of the relationship between anthropological theories and health and medical related processes and events. You will prepare a 10 to 15 minutes presentation of your final project. The specific timing of the presentation will be determined based on the enrollment numbers in the class. You may be part of a panel of 4-5 students presenting to an invited audience of students and faculty from SOAA-- your research question, methods, and results. The audience will have an opportunity to ask you questions about your research and conclusions. Further guidelines for this assignment will be provided to you in class and posted on the Course Website.
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
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.
No hard copy submission is required. You are required to post your critical reflection on the wattle page.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
. Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
. Late submission permitted. 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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Students will receive written feedback on weekly critical reflections which will be returned the following week. The abstract/ or project essay proposal of research paper is due on Week 5, you submit it sooner; you will receive approval and feedback on your chosen topic on WEEK 6. In addition to discussion in class, students will have the opportunity to further discuss their respective final writing project with the course Convener by appointment. Students will receive written feedback and their mark on the final paper and the final presentation-- See Assessment summary.
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.
Resubmission of Assignments
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 Access 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