Professional Documents
Culture Documents
There are no prerequisites, but your presence and willingness to learn/engage in dialogue are a must!
ATTENDANCE: Attendance is mandatory! You may miss no more than 2 classes, excused
absences included. If you have a special circumstance or emergency, please email both of the
course facilitators within 2 days after the missed class and we will arrange a makeup plan for
you earlier is preferred. As we only meet once a week and cover a lot, in-person time is
crucial!
-2-hour lectures each week, with a mix of presentations, discussion, activities and speakers
-reflection papers each week, due Sunday at midnight the day before class. These will
include a brief summary of the readings, 3 questions on the content and 1 objection to the
content/argumentation to get you ready for the discussions we will have each week!
-a presentation & paper on a case study/topic of your choice
-present your own lecture! (optional)
AN IMPORTANT NOTE ON MENTAL HEALTH: Trauma is real and much of this course
focuses on systemic violence, so students may find some of the content to be triggering.
Either way, preserving and nurturing mental health is very important to us, so please make
use of the following resources, and talk to us if we can support you in any way.
-Please call (510) 642-9494 or stop by the office on the 3rd floor of the Tang Center to make an
appointment with a counselor.
-Drop-in counseling for emergencies: Monday - Friday, 10:00AM - 5:00PM After hours
counseling: In the case of emergencies at night or on weekends, call (855) 817-5667 for free
assistance and referrals. Request to speak with a counselor.
-For emergency support: Call UCPD 911 or (510) 642-3333
Week 1: Histories of Health the world of health and healing that existed prior to colonial activity
PRE-READING (we will not be discussing these readings in class until Week 2):
1. PHYSICAL, MENTAL AND SOCIAL FUNDAMENTALS OF ANCIENT INDIAN AND
CHINESE MEDICINE p 4 - 20
2. WITCHCRAFT, SORCERY OR MEDICAL PRACTICE? The Demand, Supply and
Regulation of Indigenous Medicines In Durban, South Africa (1844-2002) p 8 15
Week 2: Brief History of Colonial Activity the Western story of the world, and how the story is told
PRE-READING:
REQUIRED:
o James Cook (TeacherVision/InfoPlease)
o Columbus Activity
o Just Where Was Columbus?
oWhy ethnic studies programs are good for California, and America:
http://www.latimes.com/opinion/op-ed/la-oe-remnick-ethnic-studies-alejo-
20140703-story.html
o We Need a Decolonized, Not Diverse Education (Samudzi):
http://harlot.media/articles/1058/we-need-a-decolonized-not-a-diverse-education
SUPPLEMENTAL:
o Decolonizing Pedagogy in the American Classroom:
http://www.innovation.cc/scholarly-
style/buttaro_pecolonizing_pedagogy_3april09final4.pdf
o Decolonizing the Classroom:
http://www.rethinkingschools.org/archive/23_02/deco232.shtml
Week 3: Colonial Aftermath a look at the immediate impacts of colonial activity on the health of
colonized populations
PRE-READING:
REQUIRED:
o Missionary Medicine in Colonial India
o Penina Uliuli Chapter 9: Colonialism, Acculturation, and Depression among
Knaka Maoli of Hawaii p 180 191
SUPPLEMENTAL:
o Guns, Germs and Steel Chapter 11: LETHAL GIFT OF LIVESTOCK (The
evolution of germs) p 195 214
o Global Health History Online Course Module Colonial Medicine
o THE IMPACT OF COLONIALISM ON HEALTH AND HEALTH SERVICES IN
TANZANIA (Turshen)
Week 4: Bodies as Battlegrounds how colonialism controlled, classified, and violated bodies as a
mechanism of conquest
PRE-READING:
REQUIRED:
o Sterilization Racism and Pan-Ethnic Disparities of the Past Decade: The Continued
Encroachment on Reproductive Rights p 2-6, 13-14
o Skin Bleaching, Colonialism and Apartheid
SUPPLEMENTAL:
o Homosexuality is not un-African
o Kaw: Medicalization of Racial Features
o The Fleshy Excess of Black Life: Mike Brown, Eric Garner and Tamir Rice
PRE-READING:
REQUIRED:
o Health crisis in Liberia - the long road to recovery:
http://www.who.int/features/2003/09b/en/
o How paradise became the fattest place in the world:
http://www.cnn.com/2015/05/01/health/pacific-islands-obesity/
o Why Back To Africa? And : How Voluntary Was The Return To Africa of People
of Color and Freed
Slaves? http://www.liberiapastandpresent.org/ColonizationSociety.htm
SUPPLEMENTAL:
o A brief (Western) history of Liberia:
http://www.pbs.org/wgbh/globalconnections/liberia/essays/history/
o Overweight and Obesity Prevalence among Public School Children in Guam:
Introduction and Discussion only
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4503469/
o Encountering Poverty, Ananya Roy
This is a whole book! Its a reading recommendation, and you will not need
to have read it for this class.
Week 6: Public Health and the Savior Narrative dependency on non-governmental organizations
and other threats to capacity and self-determination in the health of formerly colonized nations
PRE-READING:
REQUIRED:
o Voluntourism: To Hell With Good Intentions (Illich)
o The White-Savior Industrial Complex (Teju Cole)
SUPPLEMENTAL
o #InstagrammingAfrica: The Narcissism of Global Voluntourism:
https://psmag.com/instagrammingafrica-the-narcissism-of-global-voluntourism-
e5001bf57fdf - .qcep9797f
Week 7: Environmental Injustice the politics of disaster relief and critical aid
PRE-READING:
REQUIRED:
oThe Haves, the Have-Nots, and the Health of Everyone: The Relationship Between
Social Inequality and Environmental Quality
o More Like Us Than Mice: Radiation Experiments with Indigenous Peoples
SUPPLEMENTAL:
o A Katrina Retrospective: Structural Inequality, Environmental Justice and Our
National Discourse on Race
Week 8: Universities Participate in Colonialism a look at how universities as institutions can also be
agents of colonial actions
PRE-READING:
REQUIRED:
o ILAC letter to UC Berkeley
o Suspension of controversial Palestine class at UC Berkeley (Guardian)
o The Morrill Act and the UC (Rose Hayden-Smith)
Week 10: Public Health in Academia how public health institutions can be blind to bias in research and
employment
PRE-READING:
REQUIRED:
o Faculty of Color in Academe: What 20 Years of Literature Tells Us (Tajullah Sky
Lark)
o Eugenics, Medical Education and the Public Health Service: Another Perspective on
the Tuskegee Syphilis Experiment (p 310 316)
SUPPLEMENTAL
o Racism and Research: The Case of the Tuskegee Syphilis Study
o Best Practices: Recruiting and Retaining Faculty and Staff of Color
Week 11: Inclusive Discourse and Spaces naming and reframing microaggressions in global health
conversations (and a peek at Decolonizing Pedagogy)
PRE-READING:
On trigger warnings:
http://www.npr.org/sections/codeswitch/2016/09/21/493913099/content-notice-here-
are-a-few-ways-professors-use-trigger-warnings
NO PRE-READING
Contributors: Brittney Enin, Seth Holmes, Linh Chuong, Nicole Rigler, Michael Huynh, Miguel Flores,
Monica Casanova, Smitha Gundavajhala, Viviana Lletget, Emaan Siddique