Voices in Global Health: French, A CLAC syllabus

Abstract

In this course, students explore how language and culture impact global health policy and practice. Through authentic text, video, and case studies in French, this course analyzes health disparities in the Francophone World to develop understanding of core issues in the field. The tutorial is 1/2 credit and meets for 75 minutes/week. It is taught entirely in French. Pass/fail.

Description

In this course, students will explore how language and culture impact beliefs about healthcare, policy, and practice. Through authentic texts, video, and case studies in French, students will analyze healthcare issues in local and global communities to develop their understanding of core issues in the field. Assignments include presentations, a weekly blog, and developing a social entrepreneurship project with community impact. Prerequisite: 4 semesters or equivalent of French. Half course. Sat/Unsat. Professor Deborah Reisinger. Wednesdays 11:45-1. NB: This course has a service learning designation. Student in this course will be paired with community partners from Central Africa.

Material Download(s)

Attachment

Size

PDF icon Syllabus for French CLAC.pdf

210.55 KB

Material Type(s)

  • Syllabus

Author(s)

  • Deb Reisinger

Institution(s)

  • Duke University

CLAC Model(s)

  • Linked

Language(s)

  • French (Fran├žais)

Additional Information

The current version submitted has a service learning designation, but the course can be taught without this element. We use this syllabus shell to teach a number of our CLAC half-courses, and instructors adapt materials to the specific language/cultures, while still keeping the spirit of "voices in"/ texts produced within and by language communities. 

Courses at Duke carry one credit, so this 1/2 credit course means that students meet weekly for 75 minutes. Students generally take this course as an add-on to their regular course load. It is not tied to any particular, larger course. 

This course can be used as a template for other language sections and can be taught with or without the service-learning component. Other renditions in Arabic, Mandarin, and Hindi have not included service-learning. 

Students are responsible for selecting texts for their presentations. As text selection is made in close consultation with the faculty, this process generally involves one face-to-face meeting and several email exchanges before appropriate materials are selected. 

 

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