Required reading:

Hassan, Narin, and Jessica Howell. ‘Global Health Humanities in Transition’. Medical Humanities 48, no. 2 (1 June 2022): 133–37. https://doi.org/10.1136/medhum-2022-012448.

Excerpts (tbc) from Kamola, Isaac A. Making the World Global: U.S. Universities and the Production of the Global Imaginary. Duke University Press, 2019.

This week we will be reflecting on Jessica Howell and Narin Hassan’s recent special issue of Medical Humanities BMJ which steps up to the task of reassessing the ‘basic tenets of Global Health Humanities as a developing field’. We aim to set this work into dialogue with a recent body of scholarship which seeks to examine the relationship between universities and the idea of “the global” itself. What subject-formations of academic citizenship are at work in the development of globally-oriented health researchers? What kinds of medical knowledges are occluded and included in the shifting scales of global and local research projects? What does an emphasis on the global in health humanities do to understandings of decolonization, reflexive practices such as critical thinking, and globalization? To prepare, we ask that you read Hassan and Howell’s introduction to their special issue ‘Global Health Humanities in Transition’ (2022) as well as the Introduction and Conclusion to Isaac A. Kamola’s work of critical university studies Making the World Global (2019).

Ends of Knowledge members (sign up!) can access the reading materials and event Zoom link in this website’s password-protected Members section. Otherwise, please email James Rákóczi or Harriet Cooper at endsofknowledge@gmail.com for the Zoom link and let us know if you are having difficulty accessing any of the materials.

Suggested Further Reading:

Saleh, Sepeedeh, Refiloe Masekela, Eva Heinz, Seye Abimbola, on behalf of the Equitable Authorship Consensus Statement Group, Ben Morton, Andre Vercueil, et al. ‘Equity in Global Health Research: A Proposal to Adopt Author Reflexivity Statements’. PLOS Global Public Health 2, no. 3 (30 March 2022): e0000160. https://doi.org/10.1371/journal.pgph.0000160.

Wong, Sarah H. M., Faye Gishen, and Amali U. Lokugamage. ‘Decolonising the Medical Curriculum: Humanising Medicine through Epistemic Pluralism, Cultural Safety and Critical Consciousness’. London Review of Education, 19 May 2021. https://doi.org/10.14324/LRE.19.1.16.

Featured image is Odra Noel’s Map of Health, Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)