Falling Ill in Teaching Sociology of Global Health: How We Fail and What it Reveals

• In Event: 162 - Section on Teaching and Learning in Sociology Paper Session. Teaching Sociology for Social Change

Abstract

We describe our pedagogical approach to teaching sociology for social change, followed by a presentation of two significant and complicated tensions we experience as educators of our global health curriculum, which we feel so impassioned about. Specifically, we reflect upon our efforts to teach social medicine courses in Uganda and Haiti over the past five years, courses that are in essence, sociological approaches to health and illness
The first point of pertains to issues of ownership and the ways our courses may be imposed on students by outsiders from North America. The second shortcoming we’ll explore relates to the challenges of sustaining positive morale and momentum towards social change following transformative course experiences. As we explore these flaws in our educator efforts, we also strive to extrapolate important lessons for all who teach sociology for social change such as the need for incorporating opportunities for critical reflection into course curricula, conducting real-time evaluation, creating spaces for honest, constructive dialogue amongst all participants, and honoring inclusion of diverse, sometimes conflicting, perspectives.

Authors

• Amy Colleen Finnegan, University of St. Thomas

• Michael J Westerhaus, University of Minnesota

• Michelle Morse, Harvard University