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IHP/Comparative: Health and Community: Globalization, Culture, and Care (Fall)

IHP/Comparative: Health and Community: Globalization, Culture, and Care (Fall)

Learn how communities around the world define and strive for health and well-being.

This program strengthens students' ability to understand, interpret, and compare the biological, ecological, economic, political, and socio-cultural factors that affect human health. From South Asia to South Africa, in city neighborhoods and rural villages, students learn to listen to and understand multiple voices: people in local communities, governing bodies, and nongovernmental agencies.

Key Questions:

  • Is health a fundamental human right? If so, who is responsible for guaranteeing it?
  • How can a deeper understanding of culture transform our view of health?
  • What can be done about the health divide — between rich and poor, urban and rural — that exists in many countries?
  • How do grassroots activism and top-down approaches conflict with or complement one another?
 

Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.

Washington, DC, USA (2 weeks)
The seat of government for one of the richest nations in the world and hub of international policymaking, Washington, DC, is also home to among the poorest neighborhoods in the United States. Hear from global health experts from the World Bank, influential think tanks, and international NGOs, while observing firsthand how health inequities affect those living within earshot of the halls of world political power. Investigate the many social determinants of health, such as gender, housing, racism, and income. How have imbalances in these factors led to some of our country’s worst health outcomes. Over the course of the two weeks in DC, students will gain deeper insight into the many challenges of and solutions to health and disease at the national and local levels, while setting the stage for their exploration of similar issues internationally. Students will explore the diverse neighborhoods and local NGOs of DC; meet with community leaders, activists, and government officials; and begin to develop their own toolbox for effecting change by participating in policy advocacy in the halls of our nation’s capital. Students will also delve into the four interdisciplinary courses that make up the Health and Community program, while connecting with new friends and exploring the political heart of the nation.

IndiaDelhi, India (4 weeks)
Coordinated by Abid Siraj

India is a world power with a burgeoning economy and a population that will soon surpass that of China. Delhi, India’s capital city, provides the base for exploration of health in India. Examine the mental and physical health challenges faced by farmers, sexual minorities and the urban poor. How do lack of access to clean water and food and infectious diseases like HIV and malaria compound these challenges? Examine how such a large and diverse nation addresses the double burden of its infectious disease epidemics and burgeoning chronic disease prevalence, as its population both grows and ages. What roles do public and private entities play in developing solutions?

Cape Town, South Africa (5 weeks)
Coordinated by Rose Blake

South AfricaSouth Africa, with its history of apartheid, brings into sharp focus the role of race in determining health. Reflect on how social and health inequities are manifest in India and in your own country(ies) as compared to South Africa. Homestays in a small community in Cape Town and in a rural black township allow students to see and experience, firsthand, how recent change in political structure affects health and community life—in profoundly positive ways as grassroots health activism is burgeoning, and in equally disturbing ways, as deep disparities in health persist. The urgency of the HIV/AIDS and TB epidemics is nowhere more visible. Hear from and interact with community activists, physicians, public health practitioners and officials as they seek to understand how and why the HIV/AIDS epidemic has ravaged communities in South Africa. Farmland, pesticides and health will be the environmental focus of the program, and students will be challenged to understand domestic and political violence in the context of the country’s social relations. Amidst the multiple public health “crises” that face South Africa, probe the promise of community activism as a transforming influence in the lives of all people.

Sao Paulo, Brazil (5 weeks)
Coordinated by Glenda de la Fuente

The world has its eyes on Brazil. A throbbing center of rich and varied cultural life in Latin America for decades, Brazil has emerged as a major economy and model of participatory democracy. After a period of military dictatorship, Brazil’s new constitution, sanctioned in 1988, established health as a fundamental social right and called for access to social and medical care services for all citizens without discrimination on the basis of skin color, income, social status, or gender. What is the reality today? Sao Paulo, the largest city in the Americas and a cultural melting pot, is an ideal place to study the progress and problems of Brazil. Witness model HIV/AIDS prevention and treatment programs in action and consider how they differ from programs in South Africa, India, and the United States. Although successful in some ways, why does Brazil continue to see wide variations in child and maternal mortality and rates of infectious disease? What can pockets of success show us about the way forward in other regions of the country, in the United States, and throughout the world? Other themes will include migrant health on the sugar plantations that fuel Brazil's growing biodiesel industry; “social medicine” as it relates to violence reduction; and family planning, sexuality, and reproductive health.

Access Virtual Library Guide

The program takes a holistic, interdisciplinary view of academic topics, drawing not only on articles and faculty lectures, but also student observations, guest lectures, and homestay interviews to facilitate learning. Assignments typically involve written essays, oral presentations, and more creative projects such as posters and photo stories.

Students enrolled on this program take all courses listed below for a total course load of 16 credits. Syllabi are typically updated just before the start of the program. The syllabi can be useful for students, faculty, and study abroad offices in assessing credit transfer. Read more about credit transfer. add link

Globalization and Health - syllabus
(IBPH 3500 / 4 credits / 60 class hours)
Nations at all levels of development vary in their commitment and capacity to define healthcare as a human right and provide healthcare to their citizens equitably. Some have created systems to provide basic healthcare, yet struggle with other factors that influence health, while others position healthcare as an economic commodity subject to market forces. This course provides a framework for comparing the organization and financing of health systems and health policy-making across the countries visited. It examines the political economy of health, with special attention to the impact of international governance, economic and trade policies. Students gain skills in critical thinking, policy analysis and debate, supported by research, observation, and exposure to varied perspectives among in-country experts.

Health, Culture, and Community - syllabus
(ANTH 3050 / 4 credits / 60 class hours)
Medical anthropology serves as the theoretical foundation for this course. It seeks to strengthen students' ability to understand, interpret, and compare how personal and community identity, health and well-being, illness, and healing are understood within diverse cultural contexts. The course examines the philosophy and practices characteristic of biomedicine and a wide range of traditional and other systems of health and healing, as well as the reality of medical pluralism in the lives of individuals. In so doing, the course covers themes of health and healing pertinent across the life span—from birth to death. Throughout, students are encouraged to support their comparative understanding with an exploration of their own assumptions and practices related to identity, health, and healing.

Public Health: From Biology to Policy - syllabus
(IBPH 3505 / 4 credits / 60 class hours)
This course begins with an overview of global and national health trends in the context of demographic shifts and development. In each country visited, a significant health condition will be addressed: What are the biological mechanisms of disease? How is disease distributed in the country's populations? What public health interventions are supported by empirical evidence? In light of social, cultural, economic and political conditions, how can such evidence be applied in the local context? Specific considerations studied will range from infectious to "lifestyle" and chronic illnesses, e.g., diarrheal diseases of early childhood, adult mental health, cervical cancer, HIV/AIDS, and tuberculosis.

Community Health Research Methods - syllabus
(IBPH 3510 / 4 credits / 60 class hours)
This course seeks to strengthen students' competence in inquiry-guided learning through field-based case studies. The course begins with an introduction to the philosophic traditions of ethnography, epidemiology, and health services research—complementary and sometimes conflicting. It then teaches and gives students the opportunity to apply the chief tools of each tradition (e.g., participant observation, in depth interviewing, community surveys, mapping, interpreting data analyses, and oral presentation of findings.) In each country, students will choose from a range of available field case study topics/sites as the primary venue for demonstrating their field research and presentation skills.

IHP HCA Letters Home (Spring)

December 12, 2013
Letter Home from South Africa
A Letter Home from students in the IHP Health and Community: Globalization, Culture, and Care program: After flying for nearly two days, our group arrived in South Africa. We were greeted by warm afternoon sunshine as we stepped out of the airport and into the cool breeze. The clear and crisp air lifted all of […]
September 23, 2013
Letter Home from Washington DC
A Letter Home from students on the IHP¬†Health and Community: Globalization, Culture, and Care program: Dear Friends and Family, Namaste from India! Our group has recently arrived in Delhi and as we settle in with our homestay families and begin to delve into the India portion of the program, we have also been reflecting on […]

The faculty/staff team shown on this page is a sample of the individuals who may lead your specific program. Faculty and coordinators are subject to change to accommodate each program’s unique schedule and locations.

Sherrilynn Colby-BottelSherriLynn Colby-Bottel, PhD, Program Director
SherriLynn Colby-Bottel received her doctorate in cultural anthropology from the University of Virginia in 2012. She also completed a BA in anthropology (1998) and an MA in music (2001), with distinction. From 2005 to 2012, SherriLynn conducted ethnographic research in New Orleans, Louisiana, on disaster recovery, nonprofits, urban traditions, and community-based social activities. Her extensive research drew together issues of globalization and race and health disparities. She also examined how environment, structural inequity, and local policy act as determinants of community well-being. Her research was supported by the National Science Foundation and the University of Virginia Faculty Senate Fellowship award for scholarly achievement and excellence in teaching. SherriLynn is passionate about learning, as well as teaching. Her intellectual interests rest at the nexus of holistic community well-being, ethnography, and ethical considerations of representation. She is currently drafting her research into a book.
 
SherriLynn has been with SIT since 2011; she has coordinated programs for both the Health and the Cities programs. She has worked in higher education for more than a dozen years as both teacher and administrator at California State University, Fresno; the University of New Orleans; and the University of Virginia.

Abid Siraj, Country Coordinator, India
Abid SirajAbid has been working with SIT Study Abroad as an academic coordinator for the India: Health and Human Rights program since January 2011. He holds a master's degree in social work, with a specialization in reproductive and child health. Abid has over 12 years of experience in the public health field in India. Previously, he worked for a USAID-funded project on the role of local self-government in the promotion of reproductive and child health. He also served as project coordinator of the USAID-funded Community-Based Distribution Project of Family Planning Methods. He was part of a pioneering team that implemented a flagship public health program for the government of India's National Rural Health Mission in Rajasthan. Abid was also involved with one of UNICEF's largest communication and social mobilization initiatives, the intensive immunization of pulse polio in Uttar Pradesh. He was a visiting faculty for SIT Study Abroad before joining SIT full-time in India.

Rose Blake, Country Coordinator, South Africa
Rose BlakeRose Blake is currently writing a PhD dissertation in social anthropology. The research for her PhD was conducted in the township of Zwelethemba and focuses on the tensions leading to intergenerational conflict between close female kin (grandmothers, mothers, and granddaughters) around care and domesticity. It focuses in particular on the impacts of HIV/AIDS, the social grant system, and widespread unemployment on these relationships. Rose holds a master’s degree in medical anthropology from the University of Edinburgh and in the past has conducted research into the experiences of children receiving in-patient chemotherapy at a large provincial children’s hospital in South Africa. She has been involved in coordinating the Cape Town portion of spring and fall Health and Community programs since 2010, and she served as program manager for the IHP Health and Community program in 2012–13.

Glenda de la Fuente, MA, Country Coordinator, Brazil
Glenda de la FuenteGlenda de la Fuente holds a bachelor’s degree in translation and a postgraduate degree from King’s College, University of London, in applied linguistics and English language teaching. She was a professor for and coordinator of the extracurricular English program at the University of Buenos Aires, where she was in charge of teacher training courses. Since 1987, she has been a member of the Humanist Movement, an international volunteer organization engaged in the promotion of equity and human rights worldwide; through this work, she has served as a lecturer and promoter of grassroots groups committed to the principles of nonviolence and nondiscrimination in Argentina, Paraguay, Spain, and Brazil. Born in Argentina, for the last nine years she has lived in São Paulo, where she currently works as a freelance conference interpreter and translator. She also promotes humanist education programs with community-based groups. She has been the country coordinator of the SIT Study Abroad/IHP Cities program since 2008, and since 2010 she has also coordinated the SIT Study Abroad/IHP Health and Community program in São Paulo.

Brian Johnson, PhD, Traveling Faculty
Brian JohnsonBrian is a cultural medical anthropologist whose academic and professional specializations include critical perspectives on medicine and healing, global inequities and disparities, and the social determinants of disease, illness and health, and political and social movements. Dr. Johnson holds a PhD in sociomedical sciences and anthropology from the Mailman School of Public Health at Columbia University; and master’s degrees in public health and Latin American Studies, both from UCLA. He has lived and worked for over 20 years in Latin America, primarily Bolivia. While there, he worked in primary healthcare and collaborated with national governments, nongovernmental organizations, and indigenous organizations in a number of countries. In the US, he has worked with community clinics and programs promoting healthcare access for underserved populations in Los Angeles and New York City. He has also worked as a professor at Trinity College (Hartford, CT) where he taught courses that examined medical anthropology, the political economy of health, and introductory classes of sociocultural anthropology.

Courtney Renken, Trustees Fellow
Courtney RenkenCourtney has worked as a public school teacher in Vermont and Oakland, CA, and a community organizer in New York City and has lived, worked, and studied in South America, Africa, Europe, and Asia. Courtney is passionate about environmental health, civic engagement, and the protection and empowerment of civil society around the globe. She holds a BA in history from the University of Minnesota Duluth, an MA in conflict transformation from the School for International Training Graduate Institute, and an MA in teaching social justice from Marlboro Graduate School. She is also a hiking and backcountry enthusiast and looks forward to learning about and exploring new places with the students of this fall’s IHP Health and Community Program.

homestayStudents live with a host family for two to four weeks in all locations other than the first country. Homestays are the primary form of accommodation on the program. (Other accommodations include hotels or hostels). Homestay families provide students the opportunity to live as integrated members of their host communities. In sharing daily life, conversations, family stories, celebrations, and community events, students not only learn a tremendous amount, but often develop lasting friendships.

Family structures vary in every place, and SIT Study Abroad values the diversity of homestay families. For example, your family may include a single mother of two small children or a large extended family with many people coming and going all the time. Please bear in mind that, in many countries, the idea of what constitutes a “home” (i.e., the physical nature of the house) may be different from what you expect. You will need to be prepared to adapt to a new life with a new diet, a new schedule, new people, and possibly new priorities and expectations.

Country coordinators in each location will arrange homestay placements. In most cases, students will be placed in homestays in pairs. These placements are made first based on health concerns, including any allergies or dietary needs, to the extent possible. You will not receive information about your homestay family before you arrive in each country.

Program Dates: Fall 2014

Program Start Date:  Aug 16, 2014

Program End Date:    Dec 6, 2014

The dates listed above are subject to change. Please note that travel to and from the program site may span a period of more than one day.

Student applications to this program will be reviewed on a rolling basis between the opening date and the deadline.

Application Deadline:   Apr 1, 2014

 

SIT Pell Grant Match Award. SIT Study Abroad provides matching grants to all students receiving Federal Pell Grant funding; this award can be applied to any SIT semester program. View all SIT Study Abroad scholarships.

Tuition: $17,350

The tuition fee covers the following program components:

  • Group airfare and group related travel
  • Group excursions
  • Emergency sickness and accident insurance
  • Books
  • Other direct program expenses

Room & Board:$4,400

The room and board fee covers the following program components:

  • All accommodations during the entire program period.

Estimated Additional Costs:

International Airfare

International airfares vary greatly due to the volatility of airline industry pricing, flight availability, and specific flexibility/restrictions on the type of ticket purchased. Students may choose to take advantage of frequent flyer or other airline awards available to them, which could significantly lower their travel costs.

Visa Expenses:$300

Immunizations varies

Books & Supplies :$100

Discretionary Expenses

Personal expenses during a semester abroad vary based on individual spending habits and budgets. While all meals and accommodations are covered in the room and board fee, incidentals and personal transportation costs differ depending on the non-program-related interests and pursuits of each student. To learn more about personal budgeting, we recommend speaking with alumni who participated in a program in your region.  See a full list of our alumni contacts.  Please note that free time to pursue non-program-related activities is limited. varies

Please Note: Fees and additional expenses are based on all known circumstances at the time of calculation. Due to the unique nature of our programs and the economics of host countries, SIT reserves the right to change its fees or additional expenses without notice.

 

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SIT was founded as the School for International Training and has been known as SIT Study Abroad and SIT Graduate Institute since 2007. SIT is accredited by the New England Association of Schools and Colleges, Inc. (NEASC) through its Commission on Institutions of Higher Education

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