Global Health, a field of study, research and practice defined in 2009 with precursors in international health and development, is currently reckoning with itself. The field has well-intended goals emphasizing collaboration and dialogue between population health, public health, clinical care, and other disciplines to address socioeconomic determinants of health, and employing interdisciplinary approaches to address health inequities wherever they exist. Despite these lofty ideals, there are concerns that the field itself has historically served to reinforce rather than deconstruct colonialism and power imbalances. At this point in time, the field has evolved toward a vision of a community of practice between institutions across the income spectrum (HIC, LMIC, LIC) working in bidirectional and multidirectional ways to develop staff, stuff, space, systems and strategies to eliminate health disparities. However, with deeply rooted colonial assumptions, racism, elitism, and other forms of bias underlying institutions and individuals, initiatives operating under the auspices of Global Health are all too often antithetical to the pursuit itself.

This book presents best practices for ethical and safe international health elective experiences for trainees and the educational competencies and evaluation techniques that make them valuable. It includes commentaries, discussions and descriptions of new global health education guidelines, reviews of the literature, as well as research. Uniquely, it will include ground-breaking research on perspectives of partners in the Global South whose voices are often unheard, student perspectives and critical discussions of the historical foundations and power dynamics inherent in international medical work. Global Health Experiential Education is a timely book that will be of interest to academic directors of global health programmes and anyone involved in training and international exchanges across North America.

A professional text written for social science researchers and practitioners, Research, Actionable Knowledge and Social Change provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. Combining the best practices of critical analysis and traditional research methods, this professional text offers guidance for using the Action Inquiry Model (AIM), a transformative model that explains how to successfully conduct action-oriented research in a multitude of professional service organizations. The aim of the text is to encourage a new generation of research-based partnerships reforms that promote equity and access for underserved populations. Topics discussed include: The historical precedents for universities engaged in social change The limitations of current social science theory and methods The critical-empirical approach to social research The issues relating to social justice within the policy decision process The use of social research to integrate an emphasis of social justice into economic and policy decision making Research, Actionable Knowledge and Social Change does not propose different foundations for social research, but rather argues that it is necessary to reconsider how to work with theory and research methods to inform change. This text can also be used by students enrolled in graduate and Ed.D/Ph.D Higher Education Leadership programs and graduate programs across professional fields including K-12, public administration, sociology, health, cultural studies, organizational development and organizational theory. It further offers students guidance for research design and dissertation research.

The Routledge Handbook of Transformative Global Studies provides diverse and cutting-edge perspectives on this fast-changing field. For 30 years the world has been caught in a long ‘global interregnum,’ plunging from one crisis to the next and witnessing the emergence of new, vibrant, multiple, and sometimes contradictory forms of popular resistance and politics. This global ‘interregnum’ – or a period of uncertainty where the old hegemony is fading and the new ones have not yet been fully realized – necessitates critical self-reflection, brave intellectual speculation and (un)learning of perceived wisdoms, and greater transdisciplinary collaboration across theories, localities, and subjects. This Handbook takes up this challenge by developing fresh perspectives on globalization, development, neoliberalism, capitalism, and their progressive alternatives, addressing issues of democracy, power, inequality, insecurity, precarity, wellbeing, education, displacement, social movements, violence and war, and climate change. Throughout, it emphasizes the dynamics for system change, including bringing post-capitalist, feminist, (de)colonial, and other critical perspectives to support transformative global praxis. This volume brings together a mixture of fresh and established scholars from across disciplines and from a range of both Northern and Southern contexts. Researchers and students from around the world and across the fields of politics, sociology, international development, international relations, geography, economics, area studies, and philosophy will find this an invaluable and fresh guide to global studies in the 21st century.

The world’s problems are indeed world problems: social and environmental crises, global trade and politics, and major epidemics are making public health a pressing global concern. From this constantly changing scenario, global health diplomacy has evolved, at the intersection of public health, international relations, law, economics, and management—a new discipline with transformative potential. Global Health Diplomacy situates this concept firmly within the human rights dialogue and provides a solid framework for understanding global health issues and their negotiation. This up-to-the-minute guide sets out defining principles and the current agenda of the field, and examines key relationships such as between trade and health diplomacy, and between global health and environmental issues. The processes of global governance are detailed as the UN, WHO, and other multinational actors work to address health inequalities among the world’s peoples. And to ensure maximum usefulness, the text includes plentiful examples, discussion questions, reading lists, and a glossary. Featured topics include: The legal basis of global health agreements and negotiations. Global public goods as a foundation for global health diplomacy. Global health: a human security perspective. Health issues and foreign policy at the UN. National strategies for global health. South-south cooperation and other new models of development. A volume of immediate utility with a potent vision for the future, Global Health Diplomacy is an essential text for public health experts and diplomats as well as schools of public health and international affairs.

Developing Global Health Programming: A Guidebook for Medical and Professional Schools, 2nd edition is an essential text for any academic institution, administrator, faculty, or student interested in developing or expanding global health education and international programs. This text expands on the 1st edition and provides a comprehensive view of global health education that is useful for medical, nursing, dental, public health, and other professional schools. This book provides evidence, theory, and practical information to guide astute program development and gold standard practices. Topics covered include ethics, pre-departure training, competencies, partnership structures, and much more. In addition, need-to-know resources and networking opportunities are detailed. This authoritative text has over 90 contributors, including trainee authors guided by faculty editors through a mentorship model. Foreword by Andre Jacques Neusy, Co-Founder & CEO, Training for Health Equity Network (THEnet)

Over the past decade, concerns about a global «obesity epidemic» have flourished. Public health messages around physical activity, fitness, and nutrition permeate society despite significant evidence disputing the «facts» we have come to believe about «obesity». We live in a culture that privileges thinness and enables weight-based oppression, often expressed as fat phobia and fat bullying. New interdisciplinary fields that problematize «obesity» have emerged, including critical obesity studies, critical weight studies, and fat studies. There also is a small but growing literature examining weight-based oppression in educational settings in what has come to be called «fat pedagogy». The very first book of its kind, The Fat Pedagogy Reader brings together an international, interdisciplinary roster of respected authors who share heartfelt stories of oppression, privilege, resistance, and action; fascinating descriptions of empirical research; confessional tales of pedagogical (mis)adventures; and diverse accounts of educational interventions that show promise. Taken together, the authors illuminate both possibilities and pitfalls for fat pedagogy that will be of interest to scholars, educators, and social justice activists. Concluding with a fat pedagogy manifesto, the book lays a solid foundation for this important and exciting new field. This book could be adopted in courses in fat studies, critical weight studies, bodies and embodiment, fat pedagogy, feminist pedagogy, gender and education, critical pedagogy, social justice education, and diversity in education.

Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies – discourse analysis, critical discourse analysis, and multimodal discourse analysis -- through the empirical work of leading scholars in the field. Beyond providing a useful overview, it contextualizes CDA in a wide range of learning environments and identifies how CDA can shed new insights on learning and social change. Detailed analytic procedures are included – to demystify the process of conducting CDA, to invite conversations about issues of trustworthiness of interpretations and their value to educational contexts, and to encourage researchers to build on the scholarship in critical discourse studies. This edition features a new structure; a touchstone chapter in each section by a recognized expert (Gee, Fairclough, Kress); and a stronger international focus on both theories and methods. NEW! Companion Website with Chapter Extensions; Interviews; Bibliographies; and Resources for Teaching Critical Discourse Analysis.

Both 'discourse' and 'knowledge' are fundamental concepts, but they are often treated separately. The first book to adopt a multidisciplinary approach to studying the relationship between these concepts, Discourse and Knowledge introduces the new field of epistemic discourse analysis and uses a wide range of examples to illustrate the theory.