HIV/AIDS: Cultural, Social and Scientific Aspects of the Pandemic
FFAR 290, SOCI 290, SSDB 270 AA
2021-22
Instructor:
Karen Herland
Karen.Herland@concordia.ca
Student hours: Virtual, sign up through Moodle – Tuesday – 9:30-10:45.
Teaching Assistant
Eva Crocker
evacrocker709@gmail.com
AIDS is not an event, or a series of them;
it’s a mirror held up to the cultures and societies we build.
Stephanie Nolen
COURSE DESCRIPTION
Over the year, we will look at HIV/AIDS through a variety of lenses (political, social, economic,
scientific, cultural, etc.) and explore how our responses to this virus impacted the way we understand the
role of public health and our reactions to disease. As this past year and a half have shown us, medical
challenges do not simply rely on medical solutions. Analysing research approaches, public health
messaging, popular, social and cultural frames for HIV and legal and policy approaches will help us meet
these objectives. This course employs a variety of formal and informal approaches to a complex situation.
Inevitably, our current experience with a completely different pandemic, will provide another perspective
on different responses to HIV.
This interdisciplinary course offers students analytic tools to comprehend the impact of the
HIV/AIDS epidemic across time and place. Through lectures, readings, videos, podcasts, assignments and
invited guests, you will analyze our collective response to the epidemic. Understanding HIV means
understanding the science of infection, transmission, prevention and treatment — but understanding the
AIDS pandemic means so much more. For instance, appreciating the impact of cultural production in
relation to HIV/AIDS incorporates knowledge of history, community organizing, media literacy and
communication theory. Addressing prevention needs of already marginalized communities requires
scientific/medical knowledge and a recognition of the power of stigma and the impact of criminal law.
Students in this course come from a range of backgrounds, theoretical approaches and personal
experiences. Our differences will offer tools, approaches and vocabulary to strengthen our analysis and
our collective response to HIV/AIDS at the levels of policy, services, education and research
Everything around us – pop culture, laws, even science, is founded on the beliefs, goals and
assumptions of the people behind them. Your job is to sort that out – both by recognizing where
information comes from, determining its validity and how it applies to you. Ultimately, reflecting on
people’s responses to HIV/AIDS, both historically and currently, (while sometimes challenging) offers a
concrete way to explore the relationships and intersections between the local and global, discrimination
and access, stigma and social control, the margins and the centre, the developed and developing world.
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This outline is intended as a reference to help guide you through elements of the course. Refer
to it often and as needed.
This year, course delivery, tools and methods are different for many of us. We are all going to
spend more time learning how things work, trying things out and trying again. Build in time to
experiment when completing assignments. And share your successes with each other.
This syllabus is subject to change, due to extraordinary circumstances, or changes in university
policy. Whenever possible, changes will be discussed in advance and on Moodle.
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COURSE OBJECTIVES
No course can offer students a complete, global overview of HIV/AIDS in only 26 weeks. However,
students will learn some fundamental concepts that will help them more successfully address the range
of challenges inherent in how we respond to the epidemic, now and in the future. Of course, this will
relate to our understanding of the current pandemic as well.
Specific course objectives include:
• Providing students with information on the complexities of the geopolitical, social, cultural and
biological dimensions of HIV/AIDS.
• Fostering an appreciation of the limits and possibilities of our collective response to the HIV/AIDS
epidemic, at the levels of government, policy, community organizations and research.
• Encouraging critical reflection among students regarding current and future needs in HIV/AIDS
prevention, services, policy and research.
• Identifying how our framing of issues shapes our response.
• Introducing students to relevant vocabulary and fundamental concepts used in different
disciplinary and interdisciplinary perspectives as they impact HIV/AIDS.
• Stimulating engagement with the values, benefits and limitations of interdisciplinary inquiry.
Recognizing the connections and contradictions inherent in such approaches.
COURSE ENVIRONMENT
HIV/AIDS touches on sensitive issues – such as mortality, sexuality and drug use. You may have
strong reactions to some of our readings and discussions—strong reactions are not discouraged. However,
we are all responsible for creating an environment in which we feel comfortable articulating arguments
and relaying relevant experiences. The purpose of dialogue and discussion is not to convince each other
of different viewpoints but, to take the opportunity to better understand and articulate the assumptions
underlying our beliefs. I would ask that we all agree to assume goodwill. This is especially true this
semester since we will often be interacting without being able to read body language or facial expressions.
Having said that, it is important to also consider the impact of your words, especially when things are
written down publicly, and when you are speculating about experiences or motivations that differ from
your own. Disagreement does not automatically amount to disrespect however I encourage you to speak
with me if anyone (including myself) makes you feel silenced or dismissed in the context of course
activities.
CONFIDENTIALITY AND PRIVACY
Confidentiality is important in the context of HIV/AIDS. No one is required to disclose personal
information about themselves in this course, however choosing to do so does not make the information
public. Personal information shared in class is not to be repeated without someone’s express consent
You may choose to use a pseudonym, email proxy or other tools to retain your privacy when
participating in Zoom sessions, or in other elements of the course. However, please ensure that I am
aware of the pseudonym you wish to use. Finally, you have the right to be addressed by whatever name
or pronoun(s) you choose. Please inform me of how you wish to be addressed and we will make every
respect that.
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COMMUNICATION
• All course instructions, links to texts, clarification of assignments and announcements in the case of
changes to any of the above are available on the course Moodle page. In fact, most questions
related to content or expectations should be answered through Moodle.
Connecting with each other is going to be complicated this year, since we don’t have the option of
bumping into each other, speaking privately before or after class, etc. Be aware of others’ time and energy,
don’t raise private issues (your difficulties with a deadline, or discussion about your marks) in space that
is shared by all of us (zoom meetings or public forums). We are more than happy to arrange one-on-one
time for such discussions –with appropriate notice.
Email: If you do have a private matter that needs to be addressed, email is the easiest way to reach
us. Please be sure to indicate the course name and number in your email. We try to respond to emails
within 24 hours during the week, longer on weekends. Messages sent within 12 hours of due dates or late
at night may not receive a response in a timely manner. Note that we reserve the right not to answer an
email if the information requested is readily available in the syllabus or on Moodle or if the level of
language used is inappropriate.
One-on-one – Conversations about grades are best managed during student hours. Accommodations
can be made for students who have other responsibilities during that time.
ACCESSIBLITY
While the concepts of universal design and global accessibility were initially developed for built
spaces, they have application here. Course material is designed and presented to reduce or eliminate
attitudinal and physical barriers that may hinder or prevent qualified students from participating fully in
university life.
Having devoted a good portion of my life to addressing the impact of HIV/AIDS, I am acutely aware
that how illness manifests in societies often moves along fault lines caused by unequal access to resources,
support and services. These patterns have already been documented in how COVID impacts different
communities in different ways. In the current situation, not everyone has the option of working from
home, or reorganizing their schedules, or having uninterrupted time to study, or even reliable access to
internet or to a screen, or private space. On top of that, some of you may get sick, or have family members
to care for (either as a matter of course, or because of someone else’s illness). Keeping things as
affordable, accessible and flexible as I can within the context of the institution is a goal.
Through Moodle, you should be able to access all the materials you need to succeed in this course.
All texts and videos are made available through the library reserve system, so that you do not have to pay
for them. I have tried, to ensure that course material is available in different formats (transcription of
recordings or videos), that material is asynchronous (so that you can watch videos or read texts on your
schedule) and that submissions and feedback can be provided orally or in writing. There are some
elements of the course that will happen in real-time (virtual zoom sessions, for instance) but those will be
recorded and made available to those who are not present. Events or times where your presence is
required will be kept to an absolute minimum and you will have ample warning in order to rearrange
other responsibilities.
I am always open to discussing ways to improve access.
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ONLINE LEARNING
Studying online is different than in-class learning – not better nor worse, just different. Some of
you may find it easier, some of you may find it challenging, but it is a good opportunity to think about how
to organize your time, reflect on what works for you and develop strategies.
Community – Were we meeting every week in a classroom, you may not get to know anyone very well,
or you may just stick to the friends you had from before, or you may connect with someone you sit next
to. I decided to help you create smaller groups based on shared interests. This is why you will sign up for
a thematic group in the first few weeks of class (if you don’t sign up by midnight, Sept. 23, you will be
assigned a group). You will have a group project to work on together, but you can also support each other
in other aspects of the course.
Having said this, larger class-wide discussion opportunities are available in class and through some
exercises For many assignments you will work outside your group.
Keep up with the work – Not having a physical place to be every week can make it easy to procrastinate
or feel tempted to skip steps and material. That is going to catch up with you if you’ve missed a number
of small assignments, or haven’t kept up with the reading enough to realise that you’re missing key
information when you are trying to make a point in a discussion.
This course is designed to lead from subject to subject, and to provide formal and informal ways
for you to check your understanding or test your ideas. A few simple habits
• checking the calendar and deadlines very week, keeping on top of announcements.
• watching Zoom recordings if you miss the virtual session (many of these will include additional
instructions and clarifications for assignments)
• putting aside regular time to deal with materials for the class – reading, viewing, writing,
researching.
will help you keep on top of things.
Get Creative – Think of the internet as your playground for this course. You can use audio recordings,
images and videos more easily in online assignments. Do so.
IMPORTANT DATES
September 20
Last date for withdrawal with full refund. Last day to add Fall courses.
November 8
Last day for academic withdrawal from Fall courses.
December 1
World AIDS Day
January 6, 2022
First day of winter term.
Feb. 28 – March 6, 2022
Mid-term Break
March 21, 2022
Last Day for academic withdrawal from two-term classes.
https://www.concordia.ca/students/undergraduate/undergraduate-academic-dates.html
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EVALUATION
Further instructions on how to complete assignments, including style specifications in documents can be
found under the submission guidelines.
You must keep copies of all work (paper and electronic) submitted, in a place readily accessible to you
for a period of two months following the last day of classes.
• Students are welcome to submit written work in French.
• Please ensure you spellcheck and proofread all submitted work.
• All written work must follow a standard citation style, you are free to use the one you are most
familiar with – for help: (https://library.concordia.ca/help/citing/apa.php)
• Do not cite course lectures; cite course readings directly
• Posts and comments in threads and discussions (for instance Perusall) do not need formal citations,
HOWEVER please clearly reference the text, author or material you are building on to make your point.
• Respect the word limit and include your total word count at the end of the paper before your
reference list; word counts exceeding +/- 15% of the word limit will affect your grade
• All written work should be in 12-point font, 1.5 (or double) spacing with regular (MS Word default)
page margins
• Include page numbers at the bottom of each page
• Electronic submissions must be Microsoft Word or pdf documents (no other formats will be
accepted)
• PLEASE NOTE
Right now, you know if you are in academic probation, plan to apply to another program or to grad
school, hope to earn an honours degree or need a certain mark to ensure your funding. You are expected
to do the work necessary to earn the grade you need. Having said that, I am available over the academic
year to help you with that. Please advise me any possible reasons for late submissions as early as possible.
When requesting an extension or other accommodation, consider your schedule, and other
responsibilities and propose a clear alternative. Please do not approach me during the last days of class
asking to make up missed work or do extra assignments because you need a good grade to graduate, to
submit an application elsewhere, or to maintain your academic standing.
ASSIGNMENTS
Students are responsible for keeping up with the material. Whether or not you are able to attend a
live virtual session, it is your responsibility to watch it as soon as you can. You will be expected to respect
all information about assignments, grading, etc. in those sessions.
LATE ASSIGNMENTS
Life happens. We get sick, we get bed bugs, we get unexpectedly called in to work, our computer
glitches or … In other words, despite the best of intentions, we can’t meet the deadline for an assignment.
In the spirit of being flexible, these are the conditions for late work:
General submissions
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Please negotiate any alternative submission dates with me as soon as possible (ideally before the
deadline). If the assignment is related to your group project – you also need to let your group know your
submission will be late, and when they can expect it to be completed. Some assignments (Perusall, inclass presentations) are time-sensitive and CAN NOT be rescheduled or made up. I can not guarantee
grading of late submissions in a timely manner. If you need feedback on one assignment in order to
complete a subsequent one, consider that when timing submissions and extensions.
If you wish to dispute a grade: We maintain a 24/7 policy with regard to discussing grades—Once you
have received your graded work, please take at least 24 hours to reflect on the feedback and
constructively determine questions. Any meeting regarding grades on a particular assignment must be
scheduled within 7 days of the return of that assignment—it is never good to wait too long to seek
clarification. You are welcome to resubmit work after this discussion.
ASSIGNMENTS
Evaluation format
Weight
Date
Close Reading Exercise
15%
Poster Analysis
20%
Timeline Project
In small groups, you will present a
timeline of HIV/AIDS as per your
selected theme
40 %
20% (individual)
10% (group
project)
5% - (two plans)
5% (peer review)
Collective deep reading exercise.
5% x 5 = 25%
October 21
In addition to a written
component,
participation in a Zoom
discussion that day is
expected.
November 18 share
poster selections.
Submit paper – Dec. 10
Work Plan – Oct. 10
Site plan – Nov. 28
2 papers –
Feb. 20
March 15
Submit project – April 4
Peer Eval April 10
Due by:
Sept. 23 (practice
ungraded)
October 7
Nov. 4
Jan. 6
February 10
March 17
Close Reading Exercise
10%
This assignment will allow you to hone your reading/analysis skills by developing an
approach/method/vocabulary for reading an academic text describing a research project. You will select
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one of five texts for your analysis. This exercise includes an in-Zoom component on October 21 that cannot
be made up if absent.
Poster Analysis
20%
During the first term, you will select an HIV prevention/awareness poster to research. At the end
of the semester, this information will be presented in a carefully composed curatorial statement. In
addition to the Poster/statement, students will submit a short research overview outlining the steps taken
to learn about the poster and its context. This exercise will evaluate how well you can analyse public
health messaging within historical/social contexts while helping you develop research skills.
Timeline Project
40% (20% based on individual entries,
15% on group work, 5% peer evaluation)
In the first weeks of class, you will be asked to choose from one of six themes to work on during
the year. Groups will be formed of people who share a common theme. Together, in groups of up to five,
you will plan and develop a website creating an HIV/AIDS timeline. Each of you will be responsible for
writing/producing two elements. These submissions will be graded individually. However, how you
organize and present the final compiled timeline, and how you meet collective deadlines (submission of
work and site plans) will be assessed with a group mark. You will also have the opportunity to evaluate
your peers’ contribution to the group process.
Collective Deep Reading Exercise
25%
Five times over the academic year, an assigned text will be made available through Perusall, a free
software platform. You will be asked to engage with the text, and each other in order to collectively
consider the material in the broader context of course themes.
GRADING GUIDE
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A – indicates excellence, meeting and
exceeding expectations with few formatting,
spelling or grammar errors if any.
B – Expectations were met. Ideas are well
supported and organized. Some errors may
be present. Minor elements missing.
C – The work may be poorly presented,
suggest misunderstandings, skip some major
elements and/or have significant errors.
D and below. Expectations not met. Work
does not indicate that the student adequately
understands and can use course concepts.
INTELLECTUAL PROPERTY
Some or all of the lectures and/or other activities in this course may be recorded. The instructor
will only share class recordings for the purpose of course delivery and development. Recordings will be
focused on the instructor and will normally exclude students. It is possible, however, that your
participation may be recorded. If you wish to ensure that your image is not recorded, speak to your
instructor as soon as possible.
Also, please note that you may not share recordings of your classes. Any sharing beyond course
delivery and development may be in violation of the law and applicable University policies, and may be
subject to penalties.
THIRD PARTY SOFTWARE
The university has determined that the software we use to conduct our regular activities
(Moodle, Zoom, O365 and YuJa) has been approved for in-class use.
You can satisfactorily complete all aspects of this course using these tools. However, for your
group project, group meetings or other activities, you may want to use other applications or software
(Google Hangouts, Slack, Weebly, WordPress, etc.). Use of this software and service is voluntary. Each of
you are responsible for reading and deciding whether or not to agree to any applicable terms of use.
By using the external software or websites, students agree to provide and share their work and
certain personal information (where applicable) with the website/software provider. Students are
advised that the University cannot guarantee the protection of intellectual property rights or personal
information provided to any website or software company. Intellectual property and personal
information held in foreign jurisdictions are subject to the laws of such jurisdictions.
Students who do not consent to the use the software or service should identify themselves to
the course instructor as soon as possible to discuss alternate modes of participation. In the case of
group projects, students may be moved from one group to another to respect their choice.
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ACADEMIC CODE OF CONDUCT AND PLAGIARISM
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The most common offense under the Academic Code of Conduct is plagiarism which the Code
defines as ‘the presentation of the work of another person as one's own or without proper
acknowledgement’ (Article 16a).
“DO NOT COPY, PARAPHRASE OR TRANSLATE WORDS, PICTURES OR IDEAS FROM ANYWHERE
WITHOUT SAYING FROM WHERE YOU GOT IT! DON'T FORGET TO USE QUOTATION MARKS.”
Citation is a way to acknowledge the labour, ideas and contributions of others. Being able to provide
the path that led you to an idea, insight or conclusion establishes the credibility of what you have to say,
and demonstrates that you have taken the time to familiarize yourself with the existing frameworks, ideas
and principles of the discussion, and are speaking from an informed position. Everything you submit
should include a bibliography that provides your reader with a clear idea of how you approached your
subject.
Using sources is a strength in your work, so ensure that all material that you copied, paraphrased or
built on (whether it is text, notes, illustrations or photographs) is identified and acknowledged properly in
your work. It should be clear, at a glance, which ideas or reflections are yours, and which ones you found
elsewhere and are using to help support your arguments or conclusions.
Click :For more
LIST OF STUDENT SERVICES
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Student Hub
Access Centre for Students with Disabilities
Student Success Centre
Counselling and Psychological Services
Concordia Library Citation and Style Guides
Health Services
Financial Aid and Awards
Dean of Students Office
International Students Office
Sexual Assault Resource Centre
COURSE MATERIAL
All material is available through the library reserves system. In addition, links to the reserve course texts
are available each week on the Moodle site for the course. Where no publication information is indicated,
a direct link to the online article has been made available through these platforms.
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9/9/21
Introduction
UNAIDS (2019) AIDS By the Numbers, Switzerland
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HIV/AIDS 101
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9/16/21
CATIE, (2013). " HIV ... the Basics." https://www.catie.ca/en/basics/hiv-and-aids#what
James Wilton (2011) From exposure to infection: The biology of HIV transmission. CATIE
CATIE: HIV Testing Technologies https://www.catie.ca/en/fact-sheets/testing/hiv-testingtechnologies
3
9/23/21
Epidemiology
• CATIE, 2021, The Epidemiology of HIV in Canada. P 1-5 [have pdf include directly discuss
things like 90/90/90
• (2015) HIV in Saskatchewan merits urgent response 187(11) Canadian Medical
Association Journal, 793-794
Perusall Exercise:
•
4
9/30/21
Treatment
• “HIV viral load testing”, https://www.catie.ca/en/fact-sheets/testing/hiv-viral-loadtesting"
• Mandeville, A. (2019) Half of HIV Patients are Women. Most Research Subjects are Men.
New York
• Schulman, S. (2021) Changing the Definition: Women Don’t Get AIDS, We Just Die From It,
Let the Record Show, Let The Record Show: A Political History of ACT-UP New York 19871993 Farrar, Strauss & Giroux, 227-269.
•
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10/7/21
Wright, E. R., Carnes, N. and Colón-Diaz, M. (2016) Understanding the HVI/AIDS Epidemic
in the United States – The Role of Syndemics in Shaping the Public’s Health. In
Understanding the HIV/AIDS epidemic in the United States : the role of syndemics in the
production of health disparities Wright, E. ed, Carnes, N. (ed) Springer, 1-11.
For background:
CATIE (Darien Taylor) (2017) Your Guide to HIV Treatment. 27 p.
Prevention
• O’Byrne, P. (2018) Discussions about STI histories and HIV-statuses among
Gay men in Ottawa: An HIV prevention analysis The Canadian Journal of Human Sexuality
27(1), pp. 79–91
• Webber, V. (2018) ‘‘I’m Not Gonna Run Around and Put a Condom
on Every Dick I See’’: Tensions in Safer Sex Activism Among Queer Communities in
Montréal, Quebec,” Sexuality & Culture 22:758–777
• Hoppe, T. (July 12, 2010) Queering HIV Prevention: An Interview with Kane Race,
Trevorade
Perusall Exercise:
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•
6
10/14/21
Padian, N. S., McCoy, S. I., Karim, S. S. A., Hasen, N., Kim, J., Bartos, M., Katabira, E., et al.
(2011). “HIV prevention transformed: the new prevention research agenda”. Lancet, 378:
269–78.
Treatment as Prevention
Guest presentation by Vince Graziano – Librarian for the course.
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10/21/21
CATIE, (2019) The Power of Undetectable: What you need to know about HIV Treatment as
Prevention.
Close Reading Exercise (you will select and write about one of the following)
The assignment involving these texts requires participating in this Zoom session.
• Loutfy, Mona et al (2016) “Establishing the Canadian HIV Women’s Sexual and Reproductive
Health Cohort Study (CHIWOS): Operationalizing Community-based Research in a Large
National Quantitative Study” BMC Medical Research Methodology 16:101
• Elliott, Krawcyzk, Gurney, Myran, Rockthunder, & Storm. 2015. Reimagining Aboriginality,
Addictions, and Collaborative Research in Inner City Vancouver, Canada, Creative Approaches
to Research, vol. 8. no. 1, pp. 22-40.
• Logie, Carmen H. (2015) “(Where) do queer women belong? Theorizing intersectional and
compulsory heterosexism in HIV research” Critical Public Health. Vol. 25, No. 5, 527–538
• Martinez, Omar, et al. (2019) “The influence of the ’good’ patient ideal on engagement in HIV
care Transhealth Information Project: A Peer-Led HIV Prevention Intervention to Promote
HIV Protection for Individuals of Transgender Experience,” Health & Social Work, 44:2, p.
104-112.
• Sanderson, A. et al (2021) Indigenous Women Voicing Experiences of HIV Stigma and
Criminalization Through Art, International Journal of Indigenous Health, 267-290.
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10/28/21
PrEP – access and impact
• Auerbach, Judith D and Hoppe, T. (2015) “Beyond ‘‘getting drugs into bodies’’: social science
perspectives on pre-exposure prophylaxis for HIV” Journal of the International AIDS Society
• Spieldenner , A.(2016) PrEP Whores and HIV Prevention: The Queer Communication of HIV
Pre-Exposure Prophylaxis (PrEP), Journal of Homosexuality, 63(12), 1685-1697, DOI:
10.1080/00918369.2016.1158012
• McClelland, A.(March 2019) – Unprepared, Maisonneuve
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11/4/21
An Epidemic of Signification
• Cooter, R, and Stein, C. (2007) Coming into Focus: Posters: Power and Visual Culture in the
History of Medicine. Medizinhistorisches Journal, bd 42, H2, 180-209.
Perusall:
• Treichler, Paula A. (1987). “AIDS, Homophobia, and Biomedical Discourse: An Epidemic of
Signification.” October Vol. 43, AIDS: Cultural Analysis/Cultural Activism, pp. 31-70.
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Fighting Back
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11/11/21
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Emily Bass (2015) How to Survive a Footnote AIDS activism in the "after" years, n + one.
Rayside, D. and Lindquist, E.A. (1992) AIDS Activism and the State in Canada, Studies in
Political Economy, 39. 37 -76, you can skip from 51-57.
The AIDS Activist History Project
Suggested:
• Patton, C. (1990) The AIDS Service Industry: The Construction of ‘Victims,’ ‘Volunteers,’ and
‘Experts’, Inventing AIDS, Routledge, 5-23.
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11/18/21
AIDS in America
• Geary, Adam M. “Chapter 1 Rethinking AIDS in Black America”, Antiblack Racism and the AIDS
Epidemic, Basingstoke, Palgrave Macmillan, 2014., p. 1-29
• Villarosa, Linda, (June 6., 2017) America’s Hidden H.I.V. Epidemic, “Why do America’s black gay
and bisexual men have a higher H.I.V. rate than any country in the world?, New York Times
online.
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11/25/21
AIDS in Montreal
• Gabriel Girard (2016) “Undetectable? Looking for urban traces of HIV/AIDS in Montréal’s gay
Village”, Medicine Anthropology Theory 3(3). 72-86
• Namaste, Viviane (2020) AIDS Histories Other Wise: The Case of Haitians in Montreal AIDS
and the Distribution of Crises, eds: Jih-Fei Cheng, Alexandra Juhasz and Nishant Shahani,
Duke University Press. 131-147
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12/2/21
Being Positive - Subject
• Charles Sanchez (October 30, 2018) ‘I am detectable’: One man’s story, The Body.com
https://www.thebody.com/article/i-am-detectable-one-mans-story?ic=tbhwnbox
• King, M. (2011). "How the Denver Principles changed AIDS (and health care) forever." Online
• Rule, Peter (Autumn, 2011) Cross-learning: The possibilities of a learning dialogue between
the HIV & AIDS and disability movements. Studies in the Education of Adults. Vol. 43 Issue 2,
p216-233.
• UNAIDS. (2007). "The Greater Involvement of People Living with HIV (GIPA)." Geneva.
TERM TWO
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1/6/22
Once more with Feeling
• Laing, O. (2016), “At the Beginning of the End of the World”, The Lonely City, Picador. 179206.
• Juhasz, A. (2012) Forgetting ACT UP, Quarterly Journal of Speech, 98(1), 69-74, DOI:
10.1080/00335630.2011.638662
Perusall Exercise:
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•
Capozzola, C. (2002). A Very American Epidemic: Memory Politics and Identity Politics in the
AIDS Memorial Quilt, 1985-1993. Radical History Review, (82), 91-109
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1/13/22
Art/Activism
• Abraham, A. (Dec. 2016) Photographing Black, Female, HIV Positive Power Refinery 29,
http://www.refinery29.com/kia-labeija-on-photographing-black-queer-femme-power
• Katz, Jonathan D. (2015) How AIDS Changed American Art, Art AIDS AmericaLondon: Tacoma
Art, 24-45.
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1/20/22
How to tell a story
• Knabe, S. & Wendy Gay Pearson, (2011) “One Song, One Dance”, Zero Patience, Arsenal
Press, p. 17-35.
• Kerr, T. “AIDS 1969: HIV, History, and Race”, Drain (no date)
• Davis, N. (Oct. 2011), "Gaétan Dugas: 'patient zero' not source of HIV/Aids outbreak, study
confirms" , The Guardian
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1/27/22
Health as colonial project
• Jolivette, Andrew J. (2020) “HIV, Indigeneity, and Settler Colonialism: Understanding PTIS,
Crisis Resolutions that the art of Ceremony, p. 237-256
• Flint, Adriana and Vernon Hewitt (2015) Colonial tropes and HIV/AIDS in Africa: sex, disease
and race, Commonwealth and Comparative Politics, 53:3, 294-314.
• Nixon, L.(September, 2017) We Lost an Entire Generation, Canadian Art
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2/3/22
The Right to Health
• Stemple, Lara, “Health and human rights in today’s fight against HIV/AIDS.” Article via U.S.
National Institutes of Health; accessed online, January 17 th, 2013
• Sifris, Ronli (2015) “Involuntary Sterilisation of HIV Positive women: An Example of
Intersectional Discrimination,” Human Rights Quarterly, Volume 37, Number
• Chávez, K.R. (2012) ACT UP, Haitian Migrants, and Alternative Memories of HIV/AIDS,
Quarterly Journal of Speech, 98(1), 63-68, DOI: 10.1080/00335630.2011.638659
19
2/10/22
Global Communities
Perusall Exercise:
• Theodore (ted) Kerr, Catherine Uuk-Ping Lo, Ian Bradley-Perrin, Sarah Schulman, Eric A.
Stanley, Nishant Shahani, Dispatches on the Globalization of AIDS, AIDS and the Distribution
of Crises, eds: Jih-Fei Cheng, Alexandra Juhasz and Nishan t Shahani, Duke University Press.
20
2/17/22
Housing, Stability and Health
• Bisaillon, L. and Ells, C. (2014) When Doctoring is not about Doctoring: An Ethical Analysis of
Practices Associated with Canadian Immigration HIV Testing, Public Health Ethics, 7(3), 287297.
13
•
•
21
2/24/22
Arnold EA, Fuller SM, Martinez O, Lechuga J, Steward WT (2020) Documenting best practices
for maintaining access to HIV prevention, care and treatment in an era of shifting
immigration policy and discourse. PLoS ONE 15(2): e0229291.
https://doi.org/10.1371/journal.pone.0229291
Hilvers, J. et al. (2016) HIV Housing Helps End Homelessness and HIV/AIDS in the United
States, Understanding the HIV/AIDS epidemic in the United States : the role of syndemics in
the production of health disparities Wright, E. ed, Carnes, N. (ed) Springer, 277-295.
The Law
• Weait, Matthew. (2013). “Unsafe law: health, rights and the legal response to HIV”.
International Journal of Law in Context, 9,4, pp. 535–564. Cambridge University Press
• Shrage, Laurie, (2016) “African Americans, HIV, and mass incarceration”, The Lancet,
published online
Rubenstein, Leonard, S. et al. (2016) “HIV, prisoners, and human rights” The Lancet.com
Supplement 4. 1-13
READING WEEK
22
3/10/22
Harm Reduction
• Kerr, Thomas et al, 2017 “Supervised injection facilities in Canada: past, present, and
future” Harm Reduction Journal. 14, 1-9.
• Rhodes, Tim, et al, (2005) “The social structural production of HIV risk among injecting
drug users”, Social Science & Medicine 61, 1026–1044
• Beletsky L, Davis CS (August 2017) “Today’s fentanyl crisis: Prohibition’s Iron Law,
revisited” International Journal of Drug Policy 46, 156-159.
Recommended:
• Listen to Crackdown – the podcast -at least 2 episodes, one of which must be episode 3
Unsanctioned.
• (2020) Gendering the Scene: Women, Gender-Diverse People and Harm Reduction in
Canada, The Canadian HIV/AIDS Legal Network. Summary Report 1-12.
23
3/17/22
Intersectional Stigma and Barriers to Access
• Irvine, Mary (1998-99) “From "Social Evil" to Public Health Menace: The Justifications and
Implications of Strict Approaches to Prostitutes in the HIV Epidemic,” Berkeley Journal of
Sociology, Vol. 43, Sexuality, 63-96
• Grant, M G,. (June, 2014). "How D.C. Finally Stopped Punishing sex workers for Carrying
Condoms." The Atlantic.
Perusall Exercise:
• Hines, D. and Ryan, M. (2016) “It’s not Just About Condoms and Sex: Using Syndemic
Theory to Examine Social Risks Among Transgender Women. Understanding the HIV/AIDS
epidemic in the United States : the role of syndemics in the production of health
disparities Wright, E. ed, Carnes, N. (ed) Springer, 99-130
14
24
3/24/22
Criminalisation of HIV Non-Disclosure
•
•
Schulman, Sarah (2015) “HIV Criminalization in Canada”’ Conflict is Not Abuse, Arsenal Pulp
McClelland, A. (2019) “Lock This Whore Up”: Legal Violence and Flows of Information
Precipitating Personal Violence against People Criminalised for HIV-Related Crimes in Canada
European Journal of Risk Regulation, 10 132–147 doi:10.1017/err.2019.20
Suggested
(2019) The criminalization of HIV non-disclosure in Canada: current status and the need for
change, Canadian HIV/AIDS Legal Network.
•
25
3/31/22
•
•
•
26
4/7/22
Guta, Adrian et al (2016) Gendering the HIV “Treatment as Prevention” Paradigm:
Surveillance, Viral Loads, and Risky Bodies", in Expanding the Gaze: Gender and the Politics of
Surveillance, Van der Muelen, Emily and Robert Heynen, eds. University of Toronto Press,
156-175
Cindy Patton (2011) Rights Language and HIV Treatment:Universal Care or Population
Control?, Rhetoric Society Quarterly, 41:3, 250-266
Suzanne Hindmarch & Michael Orsini (2021): The End of Exceptionalism or Exceptionalism by
other Means? Unraveling the Contradictions of HIV/AIDS Governance in Canada, Critical
Policy Studies, DOI: 10.1080/19460171.2021.1951315
Final display and wrap up.
The future
15