APY 603 -- Advanced Research in Medical Anthropology - Spring 2007
Instructor: Ann McElroy, Ph.D.
Office: 376 Spaulding Bldg. 4
Phone: 645-2414 X 140
office hrs.: Thurs. 3-5, or by appt.
OBJECTIVES OF THE COURSE
This course surveys the field of applied health research, looking at historic and contemporary approaches to the applications of anthropology to community health. We will consider issues of research design, ethics, methods, ethical guidelines, and policy implications in cases of research on clinical, epidemiological, and environmental problems. The goals of the course are to gain a broad understanding of applied anthropology principles and specific understanding of dynamics of health assessment, prevention, and change in a number of classic and contemporary cases.
TEXT (available at the University Bookstore)
Alexander M. Ervin, 2005, Applied Anthropology, 2nd edition. Allyn and Bacon.
ASSIGNMENTS and RESPONSIBILITIES
1. Each student will be assigned two journal articles through the semester to read individually and to discuss in class on selected days. Prepare a one-page typed summary of the article, with full citation of the article, and make 9 copies to distribute to the class and instructor. Prepare a 15-minute talk for each article.
2. There will be two take-home writing exercises based on the suggested assignments on pp. 257-260 of Ervin. Problem-solving exercises will be due on March 20 and will be discussed in class. A three-page statement corresponding to the “vision of a mainstreamed applied anthropology” will be due on April 10 and will be discussed in class.
3. Each student will present a final one-hour seminar on a specialized topic of the student’s choice that is related to applied medical anthropology. A written paper is not required, but a one-page abstract and two-page bibliography should be prepared and distributed to the instructor and class members on the day of the presentation. Power Point slides or overhead transparencies may be used in the talk. Submit a proposal for the seminar on February 13.
4. All students are encouraged to participate in discussions of assigned readings.
GRADES and ATTENDANCE
Grades will be based on general preparation and participation, the quality of discussion and written summaries of assigned articles, quality of written exercises, and the seminar presentation and accompanying materials. (At mid-semester, anyone not doing as well as expected will be asked to make an appointment to discuss ways to improve participation). Students are expected to attend class regularly. Leave a message at 645-2414 Ext. 140 or by e-mail if an absence is necessary due to illness, and make sure to get notes for the missed day from a classmate.
COURSE SCHEDULE AND
January 16 Introduction to the course; what is applied anthropology?
January 23 Outside the ivory tower: a history of anthropology as practice
READ: Ervin, chap. 1, 2, and 3.
January 30 Policy analysis and research.
READ: Ervin, chap. 4 and 5.
List of individual articles distributed for assignment.
February 6 Needs assessment and program evaluation.
READ: Ervin, chaps 6 and 7
February 13 Social impact research and environmental anthropology
READ: Ervin, chap 8, 9
Hand in: written proposal for seminar presentation, one page with some references. Be prepared to discuss proposal briefly.
February 20 Advocacy roles; dissemination of research
READ: Ervin, chap 10
February 27 Methods
READ: Ervin chap. 11
Students present individual article summaries, set I. Make 9 photocopies.
March 6 Methods
READ: Ervin, chap. 12
Students present individual article summaries, set II. Make photocopies.
March 13 no class (spring break)
March 20 Methods
READ: Ervin, chap. 13 and 14
Hand in: your problem-solving
exercise (3 pages recommended, and no more than 5 pp. double-spaced) based on
one of the 8 scenarios listed on pp. 258-260 of Ervin (the
Copies of Barger & Reza handed out.
March 27 Participatory Action research; community-based health projects
READ: Ervin, chap. 15, plus handout, W.K. Barger and Ernesto Reza,
“Policy and Community-Action Research:
The Farm Labor Movement in
Hand in: one-page outline of planned seminar presentation, plus 10 references.
April 3 Becoming a practitioner: principles and skills.
READ: chapters 16, 17, in Ervin.
Individual consultations with instructor regarding seminar presentations.
April 10 Student seminar presentations (2)
3:35-4:20 ________________ 4:35-5:20 ___________________
Hand in: 3 page “vision of mainstreamed applied anthropology” (see information on pp 257-258 of Ervin); plan briefly to discuss key points of your “vision” in class (5:30 – 6:10)
April 17 Student seminar presentations (3)
3:35-4:20 ___________ 4:30-5:15 ____________ 5:25-6:10 ____________
April 24 Student seminar presentations (3) -- last day of class
3:35-4:20 ___________ 4:30-5:15 ____________ 5:25-6:10 ____________
Set I – reports, written summaries on February 27:
Marian. 2003. “Ethnomedicine in the Urban Environment: Dominican Healers in
3. Hardt, Amy E. 2005.
“Using Ethnography to Explore HIV Risk among Transgender Sex Workers in
4. McMichael, Celia,
and Lenore Manderson. 2004. “Somali Women and Well-Being: Social Networks and Social Capital among
Immigrant Women in
5. Nichter, Mimi, et al. 2004. “Smoking as a Weight-Control Strategy among Adolescent Girls and Young Women: A Reconsideration.” Medical Anthropology Quarterly 18 (3):305-324.
6. Oldani, Michael. 2004. “Thick Prescriptions: Toward an Interpretation of Pharmaceutical Sales Practices.” Medical Anthropology Quarterly 18 (3): 325-356.
7. Adams, Vincanne,
et al. 2005. “The Challenge of Cross-Cultural Clinical
Trials Research: Case Report from the
Tibetan Autonomous Region, People’s Republic of
Set II – reports, written summaries on March 6:
1. Ho, Ming-Jung. 2003. “Migratory Journeys and Tuberculosis Risk.” Medical Anthropology Quarterly 17 (4): 442-458. Use of illness narratives to study illegal Chinese immigrants with tuberculosis.
2. Woolfson, Peter, et al. 1995. “Mohawk English in the Medical Interview.” Medical Anthropology Quarterly 9 (4):503-509. Metalinguistic aspects of English used by Mohawk Indian speakers that can lead to misinterpretation by health care providers.
Lamarque, Johnelle. 2001. “Lead Paint Lessons: Confronting Cultural Disconnections in
Outreach.” Practicing Anthropology 23 (3):12-16. Describes a student’s project as an SfAA
intern in a lead risk reduction project in
4. Ettenger, Kreg T. 2001. “Source Water Protection in Traditional Haudenosaunee Nations: Report on SfAA/EPA Environmental Anthropology Fellowship.” Practicing Anthropology 23 (3):23-27. Describes a student’s project on environmental issues funded by the EPA and the Society for Applied Anthropology.
5. Oberthur, Mary. 1993. “Services for Disabled Students at an Urban University.” Practicing Anthropology 15 (3):6-9. Describes the work of a consultant who uses applied anthropology to develop disability services for students.
6. Fiene, Judith Ivy. 1993. “The Appalachian Social Context and the Battering of Women.” Practicing Anthropology 15 (3):20-24. Research methods and discussion of active involvement in a domestic violence task force.
Coreil, Jeannine. 1989. “Lessons from a Community Study of Oral
Rehydration Therapy in
Berno de Almeida, Alfredo Wagner.
2004. “Towards Legitimization and
Moblization: Anthropologists as Expert
Witnesses between Two Native Discourses.”
Practicing Anthropology 26
(3): 26-30. Discusses the
anthropologist’s roles in working with the remnants of a quilombo community (descendants of runaway slaves) in