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Conceptualising global health: Theoretical issues and their relevance for teaching

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dc.contributor.author Rowson, M.
dc.contributor.author Willott, C.
dc.contributor.author Hughes, R.
dc.contributor.author Maini, A.
dc.contributor.author Martin, S.
dc.contributor.author Miranda, J. Jaime
dc.contributor.author Pollit, V.
dc.contributor.author Smith, A.
dc.contributor.author Wake, R.
dc.contributor.author Yudkin, J.S.
dc.date.accessioned 2022-01-18T19:34:36Z
dc.date.available 2022-01-18T19:34:36Z
dc.date.issued 2012
dc.identifier.uri https://hdl.handle.net/20.500.12866/11048
dc.description.abstract Background: There has long been debate around the definition of the field of education, research and practice known as global health. In this article we step back from attempts at definition and instead ask what current definitions tell us about the evolution of the field, identifying gaps and points of debate and using these to inform discussions of how global health might be taught.Discussion: What we now know as global health has its roots in the late 19th century, in the largely colonial, biomedical pursuit of 'international health'. The twentieth century saw a change in emphasis of the field towards a much broader conceptualisation of global health, encompassing broader social determinants of health and a truly global focus. The disciplinary focus has broadened greatly to include economics, anthropology and political science, among others. There have been a number of attempts to define the new field of global health. We suggest there are three central areas of contention: what the object of knowledge of global health is, the types of knowledge to be used and around the purpose of knowledge in the field of global health. We draw a number of conclusions from this discussion. First, that definitions should pay attention to differences as well as commonalities in different parts of the world, and that the definitions of global health themselves depend to some extent on the position of the definer. Second, global health's core strength lies in its interdisciplinary character, in particular the incorporation of approaches from outside biomedicine. This approach recognises that political, social and economic factors are central causes of ill health. Last, we argue that definition should avoid inclusion of values. In particular we argue that equity, a key element of many definitions of global health, is a value-laden concept and carries with it significant ideological baggage. As such, its widespread inclusion in the definitions of global health is inappropriate as it suggests that only people sharing these values may be seen as 'doing' global health. Nevertheless, discussion of values should be a key part of global health education.Summary: Our discussions lead us to emphasise the importance of an approach to teaching global health that is flexible, interdisciplinary and acknowledges the different interpretations and values of those practising and teaching the field. en_US
dc.language.iso eng
dc.publisher BioMed Central
dc.relation.ispartofseries Globalization and Health
dc.rights info:eu-repo/semantics/restrictedAccess
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject Humans en_US
dc.subject health en_US
dc.subject public health en_US
dc.subject health education en_US
dc.subject attitude to health en_US
dc.subject social aspect en_US
dc.subject anthropology en_US
dc.subject World Health en_US
dc.subject Education, Medical, Undergraduate en_US
dc.subject evolution en_US
dc.subject biomedicine en_US
dc.subject Curriculum en_US
dc.subject educational model en_US
dc.subject Equity en_US
dc.subject Global health en_US
dc.subject global perspective en_US
dc.subject Globalization en_US
dc.subject health economics en_US
dc.subject Medical education en_US
dc.subject medical geography en_US
dc.subject Models, Educational en_US
dc.subject politics en_US
dc.subject Teaching en_US
dc.subject theoretical study en_US
dc.subject twentieth century en_US
dc.subject Undergraduate en_US
dc.title Conceptualising global health: Theoretical issues and their relevance for teaching en_US
dc.type info:eu-repo/semantics/article
dc.identifier.doi https://doi.org/10.1186/1744-8603-8-36
dc.subject.ocde https://purl.org/pe-repo/ocde/ford#3.03.05
dc.relation.issn 1744-8603

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