Gen Ed 1093
Who Lives, Who Dies, Who Cares? Reimagining Global Health
Fall 2022
Tuesdays and Thursdays, 10:30 AM – 11:45 AM
Menschel Hall, Harvard Art Museums
COURSE DESCRIPTION:
If you are sick or hurt, whether you live or die depends not only on biological factors, but social ones: who you are
and where you are, what sort of healthcare system is available to help you survive, and what kind of care is available
to help you recover, if society believes you deserve it. The global coronavirus pandemic illustrates with dramatic
urgency the role social forces play in patterning health inequities and determining individual fates. The
vulnerabilities of those most likely to get sick and to die from Covid-19 stem from the ongoing effects of systemic
racism on racialized subjects, the devaluation of eldercare and precarity of low-paid work under neoliberal forms of
governance, and enduring material effects of colonial-era power structures that render health care systems
dangerously weak or inaccessible for many communities. Now, as ever, it is imperative to develop frameworks and
methodologies to identify and to intervene effectively in harmful social configurations that cause illness and
suffering.
Most medical research narrowly focuses on the biological basis of disease, but this course takes a novel biosocial
approach to reveal how governments, institutions, and histories shape health and well-being, how poverty and
racism get into someone’s lymph nodes, how cost- saving measures manifest as tuberculosis in someone’s lungs. In
doing so, the course challenges conventional assumptions within the field of global health—examining how
interventions influence what happens after a catastrophe in unexpected ways, how the persistence of health
inequalities over centuries can be explained, how the structures of powerful institutions influence the policies they
develop, how the poor deserve not only health care but high quality health care, and how caregiving and global
health are urgent moral practices.
DEDICATION:
This course is dedicated to the late Dr. Paul Farmer, who worked tirelessly, in pragmatic solidarity with colleagues,
friends, students, and patients across the globe, to ensure that all persons have access to the highest quality care. It
takes inspiration from his observation that “The idea that some lives matter less is the root of all that is wrong in the
world,” and seeks to continue his moral mission to care for the poor and vulnerable in community with our students.
FACULTY:
Dr. Anne Becker, Department of Global Health and Social Medicine, Harvard Medical School Contact:
anne_becker@hms.harvard.edu
Dr. Salmaan Keshavjee, Department of Global Health and Social Medicine, Harvard Medical School Contact:
salmaan_keshavjee@hms.harvard.edu
Dr. Arthur Kleinman, Department of Anthropology, Faculty of Arts and Sciences Contact:
kleinman@wjh.harvard.edu
COURSE OBJECTIVES:
By the end of the semester, you will be able to answer the following questions:
●
What is global health?
●
What is the history of the field of global health?
●
Who works in global health, and what do those people do?
●
In what direction is the field of global health moving, and how can I get involved?
How is global health studied and practiced?
The teaching team and course participants will use a biosocial approach to critically examine global health, drawing
on the ideas of clinical medicine, anthropology, history, public health, economics, and delivery science. Students
will be encouraged to examine their own positions, perspectives, and roles in relation to work in global health.
COURSE TEACHING FELLOWS:
Head Teaching Fellow: Lindsey “Marty” Zeve, PhD (anthropology), Lindsey_Alexander@hms.harvard.edu
(Additional Teaching Fellow Information TBA)
PEDAGOGIC PHILOSOPHY:
Gen Ed 1093 faculty and teaching staff view course participants as members of a moral community of scholars and
students. We aim to treat our students as scholars-in-the-making, and we are committed to accompany them along
their learning trajectories. In line with this approach, it is not our intention to use coursework to expose
systematically the limits of students’ understanding of global health. Instead, we aim to open doors to new ways of
thinking about and engaging with the field’s urgent problems and enduring questions through the acquisition of
skills needed to synthesize information about, contextualize, and critically analyze them. We believe that
engagement with these issues is best done collaboratively. Therefore, we strongly urge students to seek out faculty,
teaching staff, and their peers, both within and beyond the classroom, to share insights, probe questions, and debate
viewpoints related to course material and the practice of global health. Likewise, our commitment to accompany
students extends beyond our time together in the course. We hope that the community we form this semester will
continue to serve as a source of mentorship, support, and collegiality as our students formulate and pursue their
goals in the future.
COURSE LOGISTICS:
Lecture
● Students who register for this course are expected to attend 75-minute lectures from 10:30 to 11:45 in
Menschel Hall. The class will typically include a 45-50 min lecture, followed by a panel discussion with
course faculty. The panel discussion is designed to offer students the opportunity to ask questions, debate
interpretations, and gain a deeper understanding of class material through conversation with teaching staff
and classmates. We heartily encourage all students to make use of the opportunity to participate in these
class-wide discussions and the learning community that emerges from it.
Section
● Undergraduate Sections: Discussion sections will meet once weekly for one hour. Undergraduates will have
the opportunity to submit section preferences on my.harvard.edu shortly after the enrollment period ends on
August 26. Please check our Canvas site for updates at that time.
●
Engaged Scholarship Section: In conjunction with the Mindich Program in Engaged Scholarship, the course
will offer one engaged scholarship section for undergraduates, which will incorporate a practical learning
component into the regular curriculum. Students in this section will work in partnership with local health
care delivery, advocacy, or policy organizations to complete 6- week projects that allow them to explore and
to apply the biosocial principles and social theories learned in class. Weekly section meetings will be
allotted 75 minutes to allow time for reflection on these projects and their relationship to course material.
For more information, please visit the “Section” link on our Canvas homepage.
●
Graduate Section: We will arrange a separate graduate section once the semester begins.
Office Hours
● Faculty and teaching fellow office hours will be posted on Canvas.
●
All TFs are available to meet with students. While your own TF is often your strongest resource given that
they know you and your work best, you are welcome to meet with any member of the team.
Undergraduate Student Assignments
●
Short papers: There will be four short (500-750) writing assignments responding to a structured prompt.
Each assignment will be designed to help students clarify, interrelate, and think critically with assigned
readings for each lecture block.
●
Midterm Exam: a 75 minute, in-class, closed-book exam on November 8, based on lectures, section
discussions, and required readings.
●
Final Essay Proposal: a 1000-word research paper proposal, plus annotated bibliography, due on or before
November 14 by 5pm. The proposal should introduce a topic related to global health, pose an original
research question about it, and demonstrate how a biosocial analysis that utilizes concepts and critical
thinking skills learned in class will be applied to explore or resolve the question.
●
Final Assignment:a 12-15 page research paper based on the final essay proposal, due on December 9 by
5pm. This writing assignment is intended to prompt students to review and reconsolidate course material,
conduct outside research, and to apply acquired analytical frameworks and skills in an original, independent
manner.
Undergraduate Grade Distribution
● Short response papers: 40%
● In-class midterm: 20%
● Final essay proposal: 10%
● Final Assignment: 20%
● Attendance and participation: 10%
Graduate Student Assignments
●
Final Paper Proposal and Annotated Bibliography: a 1,000-word proposal including topic, research question,
and timeline for completion; annotated bibliography laying out sources for final paper, due on or before
November 14 by 5pm.
●
Final Paper: a 20-25 page research paper based on the final essay proposal, due on December 9 by 5pm.
This writing assignment is intended to prompt students to review and reconsolidate course material and
outside research, and to apply acquired analytical frameworks and skills in an original, independent manner.
Graduate Student Grade Distribution
● Final paper and proposal: 70%
●
Participation: 30%
Required Texts
● Farmer, P., Kleinman, A., Kim, J., & Basilico, M. (Eds.). 2013. Reimagining Global Health: An
Introduction. Berkeley: University of California Press.
● Farmer, Paul. 2020. Fevers, Feuds, and Diamonds: Ebola and the Ravages of History.
New York: Farrar, Straus, and Giroux.
● Keshavjee, Salmaan. 2014. Blind Spot: How Neoliberalism Infiltrated Global Health.
Berkeley: University of California Press.
● Kleinman, Arthur. 1988. The Illness Narratives: Suffering, Healing, and the Human Condition.New York:
Basic Books.
○ Author’s note: Royalties from this book coming from Gen Ed 1093 will be donated to the NGO
Partners in Health for its programs dealing with COVID-19 and other infectious diseases in Haiti,
Rwanda and other resource-poor countries.
● Kleinman, Arthur. 2019. The Soul of Care: The Moral Education of a Husband and a Doctor. New York:
Penguin/Random House.
○ Author’s note: Royalties from this book coming from Gen Ed 1093 will be donated to the NGO
Partners in Health for its programs dealing with COVID-19 and other infectious diseases in Haiti,
Rwanda and other resource-poor countries
● Richardson, Eugene. 2020. Epidemic Illusions: On the Coloniality of Global Public Health. Cambridge:
MIT Press.
Accessing Required Texts
● Required books are available for purchase through the Harvard Coop.
○ Please use this link to place an order: https://tinyurl.com/F22-PLACE-COOP-BOOK-ORDERHERE
○ Copies of these books are also available for loan via Hollis as e-books. You can access them directly
through Hollis as well as through the “Course Reserves” tab of the course Canvas site.
●
Note that there may be limits to how many e-book copies of the required texts are available for use at one
time. Please plan ahead to ensure that you are able to access a copy before lecture. Where relevant, the
number of copies available for simultaneous use of restricted e-books is indicated alongside weekly
readings assignments.
Accessing Articles and Excerpts
● All other required readings can be accessed in one of the following two places:
○ Through the “Modules” tab of the course Canvas site
○ Through Hollis
COURSE POLICIES:
Public Health Guidance
● Students are expected to adhere to the University’s public health guidance. For up-to-date information on
this guidance, please visit: https://www.harvard.edu/coronavirus/campus-access/students/. Don’t hesitate to
let faculty or members of the teaching team know if you have any questions about it!
Lecture Attendance
● Students are expected to attend lectures in person, but we’re well aware that evolving pandemic conditions
require flexibility in our attendance policy. Please notify the Head Teaching Fellow if you have concerns
about attending a particular lecture in person.
Section Attendance
●
Section attendance is required. Each student is allowed one unexcused absence from section per semester.
Additional unexcused absences will affect your course participation grade. Excused absences will be granted
at the discretion of your Teaching Fellow. Students with excused absences will have the option to join
another section for the week or complete a written assignment.
●
Students are expected to participate actively in discussion section meetings. Active participation includes
arriving to the meeting prepared to discuss the readings and lectures that correspond with that week’s
section plan, making meaningful contributions to the discussion, and listening attentively to your peers.
Recorded Meetings
● All lectures will be recorded and videos will be available to students enrolled in Gen Ed 1093 as well as
students in SSCI-E125: Who Lives, Who Dies, Who Cares, the extension school component of the course.
These videos are intended to be used as reference materials for exam preparation, written assignments, and
the consolidation of information and concepts presented in class. They are not intended to replace lecture
attendance.
Accessible Education
● If you have a letter of introduction from the Harvard University Accessible Education Office, please submit
it to your section leader as soon as possible. In addition, please send an email to both your TF and the Head
TF, with subject line “Gen Ed 1093 Accessible Education,” to confirm that you have submitted this letter to
your TF. The course faculty and staff are more than happy to make any necessary accommodations. The
Accessible Education Office can also be contacted via its website at http://aeo.fas.harvard.edu/.
Policy on Late Work
● All assignments are due to the TF by 5 pm on the due date in the assignments section on Canvas, unless
otherwise noted. If an assignment is turned in within 24 hours after the due date, it will be accepted for
partial credit.
Academic Integrity and Collaboration:
● The Harvard University policy on collaboration states that collaboration on exams is not allowed unless
explicitly permitted and that collaboration on all other assignments is allowed unless explicitly prohibited.
Students should pay careful attention to upholding this policy. In addition, as described above, students are
responsible for citing all references used in written work prepared outside of class (including reflection
papers, the final paper proposal, the annotated bibliography, the final exam, and the final paper).
●
Collaboration is integral to successful scholarly work in global health. We therefore encourage you to
discuss the content of lectures, course readings, and assignments amongst yourselves outside of class times.
By exchanging ideas, you may both enhance your understanding of the social theories, concepts, and cases
presented in this course as well as better appreciate your own biases and assumptions relevant to the ideas
we will cover. In other words, please do feel welcome to discuss the ideas for your written assignments with
your peers, the teaching staff, and the faculty, but also ensure that your written assignments are completed
individually.
STUDENT RESOURCES:
Please visit the “Support Resources” tab on the course Canvas site for detailed information about academic support,
technological resources and troubleshooting for remote learning, writing and reference guides, library tutorials, and
more. Additional resources are available via the course homepage under “Student Resources.” Harvard College has
many resources available to support students. The teaching team is eager to assist students in accessing these forms
of support, so please don’t hesitate to reach out if you need something.
Lecture Schedule
09/01
09/06
Introduction; Dedication to Paul Farmer
SALMAAN KESHAVJEE Epidemics in sub-Saharan Africa: Re-socializing our understanding of disease
ARTHUR KLEINMAN Intellectual Toolkit I: Classical social theories to help us understand sources of inequity
09/08
ARTHUR KLEINMAN Intellectual Toolkit II: Modern theories that expand our thinking about global health equity
09/13
SALMAAN KESHAVJEE Exploring the Biosocial: From the “imperial other” to the institutions of global health
FIRST SHORT PAPER DUE ON 9/9
II. Colonialism, Ideology, and the Shaping of Global Interventions
09/15
SALMAAN KESHAVJEE Neoliberalism: Ideology and the shaping of the modern world
09/20
09/22
SALMAAN KESHAVJEE Neoliberalism and Its Penetration into the Local World
GENE RICHARDSON Ebola, COVID-19, and the Limits of Public Health “Science”
09/27
ANNE BECKER Assessment, Metrics and Visibility: Closing the resource gap in global mental health
09/29
JASON SILVERSTEIN Segregation and Deprivation: Racial health disparities in the United States
SECOND SHORT PAPER DUE ON 09/30
10/04
10/06
10/11
10/12
10/13
ARTHUR KLEINMAN Stigma and the Shaping of “Who Matters:” From mental illness to COVID-19
SALMAAN KESHAVJEE Ideology, Structural Violence and Programmatic Failures in the Struggle
Against Tuberculosis
MARTY ZEVE Re-theorizing Extractive Practices: Feminist and post-colonial perspectives
Wednesday Evening Panel: Bending the Arc and discussion on how we use medical anthropology in global health
(optional session)
ANNE BECKER Globalizing Forces and Embodied Impacts: Lessons from the Pacific Islands region
THIRD SHORT PAPER DUE ON 10/14
III. Framing the Moral Re-orientation of Health Care Delivery: Social justice, praxis, and care delivery
10/18
ARTHUR KLEINMAN Missing in Action: The ethic of caregiving in health delivery
10/20
JASON SILVERSTEIN The intellectual and social roots of the political-economy of care-giving: from communities to
carceral facilities
JOIA MUKHERJEE Accompaniment and the Moral Basis of Care
SALMAAN KESHAVJEE Levels of Accompaniment 1: Overcoming structural violence in drug-resistant
tuberculosis care in Russia
SALMAAN KESHAVJEE Levels of Accompaniment 2: Overcoming structural violence in drug-resistant
tuberculosis care in Lesotho and the creation of the Zero TB Initiative
ANNE BECKER Expanding Youth Access to Mental Health Care: School-based interventions in Haiti and Lebanon
10/25
10/27
11/01
11/03
11/08 MIDTERM EXAMINATION (includes material until 11/1)
IV. Tailoring care to social context
11/10
MARTY ZEVE AND ARTHUR KLEINMAN Part 1: Health Care in China: Triumphs, challenges,
opportunities
FINAL PAPER PROPOSAL ON or BEFORE 11/14
11/15
MARTY ZEVE AND ARTHUR KLEINMAN Part 2: Health Care in China: Triumphs, challenges, opportunities
11/16
Wednesday Evening Panel: How to Survive a Plague (**makeup class for 11/22**)
11/17
JASON SILVERSTEIN Why the pain: the overdose epidemic in the United States
FOURTH SHORT PAPER DUE ON 11/18
11/22
No class – Thanksgiving Holiday (**makeup for this class is on 11/16**)
11/24
No class – Thanksgiving Holiday
11/29
ANNE BECKER Re-socializing Behavioral Change as Health Intervention: From obesity to COVID-19
12/01
DISCUSSION: SHEILA DAVIS, REGAN MARSH, JOIA MUKHERJEE and GENE RICHARDSON Thinking in
Pandemic Time: From logistics to justice following home viewing of Paul Farmer’s lecture: Colonialism and Modern
Epidemics: Understanding the roots of Ebola in West Africa
FINAL PAPER DUE FRIDAY DECEMBER 9
ASSIGNED READINGS:
(9/1) Salmaan Keshavjee, Epidemics in sub-Saharan Africa: Re-Socializing our understanding of disease
Required:
● Farmer, Kleinman, Kim, and Basilico (2013). Reimagining Global Health. Berkeley: UCP. Preface and
Introduction. (Purchased Book)
(9/6) Arthur Kleinman, Intellectual Toolkit I: Classical social theories to help us understand sources of inequity
Required:
● Farmer, Kleinman, Kim and Basilico, Reimagining Global Health. Berkeley. UCP 2013. Chapter 2.
(Purchased Book)
● Kleinman, Arthur. 2010 Four Social Theories for Global Health. Lancet 375(9725):1518-9.
● Sen, Amartya. 2022. Home in the World. New York: Liveright (excerpt).
Additional Exploration:
● Merton, Robert K. 1936 The Unanticipated Consequences of Purposive Social Action. American
Sociological Review 1:894-904.
● Weber, Max. 1946 On Bureaucracy. In From Max Weber: Essays in Sociology. New York: Oxford
University Press.
● Berger, Peter L. and Thomas Luckmann. 1967 The Social Construction of Reality: A Treatise in the
Sociology of Knowledge. Garden City: Anchor Books.
● Braslow, J. and Messac, L. 2018. “Medicalization and Demedicalization: A Gravely Disabled Homeless
Man with Severe Psychiatric Illness” in NEMJ 379: 1885-1888. (Available via Hollis)
(9/8) Arthur Kleinman, Intellectual Toolkit II: Modern theories that expand our thinking about global health
equity
Required:
● Kleinman, Arthur. 1988. The Illness Narratives: Suffering, Healing, and the Human Condition. Chapters 1&
2 (pp. 4-55). Purchased book.
● Kleinman, Arthur. 2019. The Soul of Care. Preface and Chapter 1 (pp. 1-24): Soui of Care FINAL TO
POST.pdf
● Foucault, Michel. 1976. “Chapter 11: 17 March 1976” in Society Must Be Defended: Lectures at the
College de France, 1975-6: pp. 237-264
● Farmer, Paul. 2010 Partner to the Poor. Berkeley: University of California Press. Chapter 1: On Suffering
and Structural Violence.
● Engels, Friedrich. Conditions of the Working Class in England. “Introduction” and “Chapter 5: Results.’
Additional Exploration:
● Kleinman, Arthur. 1988. The Illness Narratives: Suffering, Healing, and the Human Condition. Chapters 15
and 16. Purchased book.
● Tronto, Joan C. Who Cares?: How to Reshape a Democratic Politics. Book Collections on Project MUSE.
London: Cornell Selects, an Imprint of Cornell University Press, 2016.
● Haider, Asad Mistaken Identity: Race and Class in the Age of Trump, Verso, New Left Books, London,
2018.
(9/13) Salmaan Keshavjee, Exploring the Biosocial: From the “imperial other” to the institutions of global
health
Required:
● TBD
(9/15) Salmaan Keshavjee, Neoliberalism: Ideology and the shaping of the modern world
Required:
● Keshavjee, Salmaan. 2014. Blind Spot: How Neoliberalism Infiltrated Global Health. Berkeley: University
of California Press. (Excerpts)
(9/20) Salmaan Keshavjee, Neoliberalism and Its Penetration into the Local World
Required:
● Keshavjee, Salmaan. 2014. Blind Spot: How Neoliberalism Infiltrated Global Health. Berkeley: University
of California Press. (Excerpts)
(9/22) Gene Richardson, Ebola, COVID-19, and the Limits of Public Health “Science”
Required:
● Richardson, Eugene T. Epidemic Illusions: On the Coloniality of Public Health Science. Cambridge, MA:
MIT Press. (Excerpts)
(9/27) Anne Becker, Assessment, Metrics and Visibility: Closing the resource gap in global mental health
Required:
● Becker AE, Kleinman A. Mental health and the global agenda. New England Journal of Medicine. 2013;
369:66-73.
● Becker AE, Motgi A, Weigel J, Basilico M, Raviola G, Keshavjee S, and Kleinman A, “Critical
Perspectives on Metrics of Disease Burden: The Unique Challenges of Mental Health and MDR-TB.” In:
Reimagining Global Health: An Introduction; Farmer P, Kim JY, Kleinman A, and Basilico M, eds.
Berkeley: University of California Press, 2013; Chapter 8, pp. 212-234.
● Murray CJ, Lopez AD. Measuring global health: motivation and evolution of the Global Burden of Disease
Study. The Lancet. 2017 Sep 16;390(10100):1460-4.
● Thomas JJ, Lee S, Becker AE. Updates in the epidemiology of eating disorders in Asia and the Pacific.
Current Opinion in Psychiatry. 2016 Nov 1;29(6):354-62. Available here: Thomas, Lee, and
Becker_Updates on epi of EDs in Asia and the Pacific_2016-1.pdf
Additional Exploration:
● Baxter AJ, Patton G, Scott KM, Degenhardt L, Whiteford HA. Global epidemiology of mental disorders:
what are we missing?. PloS one. 2013 Jun 24;8(6):e65514.
● Santomauro DF, Melen S, Mitchison D, Vos T, Whiteford H, Ferrari AJ. The hidden burden of eating
disorders: an extension of estimates from the Global Burden of Disease Study 2019. The Lancet Psychiatry.
2021 Apr 1;8(4):320-8.
(9/29) Jason Silverstein, Segregation and Deprivation: Racial health disparities in the United States
Required:
● TBD
(10/4) Arthur Kleinman, Stigma and the Shaping of “Who Matters:” From mental illness to COVID-19
Required:
● Kleinman, Arthur 2009 Global Mental Health: A Failure of Humanity. The Lancet, Vol. 374, pp 1-2.
● Yang, Lawrence Hsin and Arthur Kleinman, Bruce Link, Jo Phelan, Sing Lee and Byron Good. 2007
Culture and Stigma: Adding Moral Experience to Stigma Theory. Social Science and Medicine Vol. 64, pp.
1524-1535.
● Yang, Lawrence Hsin and Arthur Kleinman. 2008 'Face' and the Embodiment of Stigma in China: The
Cases of Schizophrenia and AIDS. Social Science and Medicine Vol. 67, pp. 398- 408.
● Kleinman, Arthur. 1988. Illness Narratives. Chapter 10.
(10/6) Salmaan Keshavjee, Ideology, Structural Violence and Programmatic Failures in the Struggle Against
Tuberculosis
Required:
● TBD
(10/11) Marty Zeve, Re-theorizing Extractive Practices: Feminist and post-colonial perspectives
Required:
● TBD
(10/13) Anne Becker, Globalizing Forces and Embodied Impacts: Lessons from the Pacific Islands region
Required:
● Becker AE. Television, disordered eating, and young women in Fiji: Negotiating body image and identity
during rapid social change. Culture, Medicine and Psychiatry 2004; 28:533-559.
● Becker AE, Fay K, Agnew-Blais J, Khan AN, Striegel-Moore RH, Gilman SE. Social network media
exposure and adolescent eating pathology in Fiji. The British Journal of Psychiatry 2011; 198: 43-50.
● Lin TK, Teymourian Y, Tursini MS. The effect of sugar and processed food imports on the prevalence of
overweight and obesity in 172 countries. Globalization and health. 2018 Dec;14(1):1-4.
● Ebi KL, Vanos J, Baldwin JW, Bell JE, Hondula DM, Errett NA, Hayes K, Reid CE, Saha S, Spector J,
Berry P. Extreme weather and climate change: population health and health system implications. Annual
review of public health. 2021 Apr 1;42:293.
Additional Exploration:
● Becker AE, Burwell RA, Gilman SE, Herzog DB, Hamburg P. Eating behaviours and attitudes following
prolonged television exposure among ethnic Fijian adolescent girls. The British Journal of Psychiatry 2002;
180:509-514.
● Sharpe I, Davison CM. Climate change, climate-related disasters and mental disorder in low-and middleincome countries: a scoping review. BMJ open. 2021 Oct 1;11(10):e051908.
(10/18) Arthur Kleinman, Missing in Action: The ethic of caregiving in health delivery
Required:
● Kleinman, Arthur (2019). The Soul of Care. New York: Viking. Chapters 7-11.
● Kleinman, Arthur (1988). Illness Narratives, Chapters 3-5, 7, 14, 15.
(10/20) Jason Silverstein, The intellectual and social roots of the political-economy of care-giving: from
communities to carceral facilities
Required:
● TBD
(10/25) Joia Mukherjee, Accompaniment and the Moral Basis of Care
Required:
● Mukherjee, Joia. 2018. “Understanding and Practicing Social Medicine.” In An Introduction to Global
Health Delivery : Practice, Equity, Human Rights. New York, NY: Oxford University Press.
(10/27) Salmaan Keshavjee, Levels of Accompaniment 1: Overcoming structural violence in drug-resistant
tuberculosis care in Russia
Required:
● TBD
(11/1) Salmaan Keshavjee, Levels of Accompaniment 2: Overcoming structural violence in drug-resistant
tuberculosis care in Lesotho and the creation of the Zero TB Initiative
Required:
● TBD
(11/3) Anne Becker, Expanding Youth Access to Mental Health Care: School-Based Interventions and
Accompaniment in Haiti and Lebanon
Required:
● Eustache E, Gerbasi ME, Smith Fawzi MC, Fils-Aimé JR, Severe J, Raviola GJ, Legha R, Darghouth S,
Grelotti DJ, Thérosmé T, Pierre EL, Affricot E, Alcindor Y, Becker AE. High burden of mental illness and
●
●
low utilization of care among school-going youth in Central Haiti: A window into the youth mental health
treatment gap in a low-income country. International Journal of Social Psychiatry; 2017 May;63(3):261-74.
Eustache E, Gerbasi ME, Severe J, Fils-Aimé JR, Smith Fawzi MC, Raviola GJ, Darghouth S, Boyd K,
Thérosmé T, Legha R, Pierre EL, Affricot E, Alcindor Y, Grelotti D, Becker AE. Formative research on a
teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health tasksharing in low-resource school settings. International Journal of Social Psychiatry; 2017 Jun;63(4):314-24.
Maalouf FT, Alrojolah L, Ghandour L, Afifi R, Dirani LA, Barrett P, Nakkash R, Shamseddeen W, Tabaja
F, Yuen CM, Becker AE. Building Emotional Resilience in Youth in Lebanon: a School-Based Randomized
Controlled Trial of the FRIENDS Intervention. Prevention Science. 2020 May 4:1-1.
Additional Exploration:
● Patel V, Saxena S, Lund C, Thornicroft G, Baingana F, Bolton P, Chisholm D, Collins PY, Cooper JL,
Eaton J, Herrman H. The Lancet Commission on global mental health and sustainable development. The
Lancet. 2018 Oct 27;392(10157):1553-98.
(11/10) Marty Zeve and Arthur Kleinman, Part 1: Health Care in China: Triumphs, challenges, opportunities
Required:
● Mason, Katherine (2017). “ Introduction: After SARS” in Infectious Change: Reinventing Chinese Public
Health after an Epidemic. Pp. 1-36
● Blumenthal and Hsiao (2005). “Lessons from the East—China’s Rapidly Evolving Health System.”
Additional Exploration:
● Chen CC (1989). “Medicine in Rural China: A personal account” of rural health station in Dingxian
(11/15) Marty Zeve and Arthur Kleinman, Part 2: Health Care in China: Triumphs, challenges, opportunities
Required:
● Kleinman, Arthur (2018). “How are China and Its Middle Class Handling Aging and Mental Health?” In
The China Questions: Critical Insights into a Rising Power, Jennifer Rudolph and Michael Szonyi (Eds.).
Cambridge: Harvard U Press.
(11/17) Jason Silverstein, Why the pain: the overdose epidemic in the United States
Required:
● TBD
(11/29) Anne Becker, Re-socializing Behavioral Change as Health Intervention: From obesity to COVID
Required:
● Aboud FE, Singla DR. Challenges to changing health behaviours in developing countries: a critical
overview. Social science & medicine. 2012 Aug 31;75(4):589-94.
● Becker AE. Resocializing Body Weight, Obesity, and Health Agency. In: McCullough M and Hardin J, eds.
The Meaning of Measures, the Measures of Meaning: Reconstructing Obesity Research. New York:
Berghahn Books. 2013; pp. 27-48.
● Bragg MA, Roberto CA, Harris JL, Brownell KD, Elbel B. Marketing food and beverages to youth through
sports. Journal of Adolescent Health. 2018 Jan 1;62(1):5-13.
● Lencucha R, Thow AM. How neoliberalism is shaping the supply of unhealthy commodities and what this
means for NCD prevention. International journal of health policy and management. 2019 Sep;8(9):514.
Additional Exploration:
● Brownell KD, Kersh R, Ludwig DS, Post RC, Puhl RM, Schwartz MB, Willett WC. Personal responsibility
and obesity: a constructive approach to a controversial issue. Health affairs. 2010 Mar 1;29(3):379-87.
(12/01) Sheila Davis, Regan Marsh, Joia Mukherjee, Gene Richardson, Thinking in Pandemic Time: From
Logistics to Justice
Required:
● Farmer, Paul. Fevers, Feuds, and Diamonds: Ebola and the Ravages of History. New York: Farrar, Straus
and Giroux, 2020. [Preface, Chapters 1-4, 10]
● Home viewing of Dr. Farmer’s 2021 lecture, Colonialism and Modern Epidemics: Understanding the Roots
of Ebola in South Africa. (Recording available via Canvas.)