The role of local civil society in creating and delivering aglobal health curriculum: a critical inquiry of partnershipbetween a Higher Education Inst

该项目旨在研究全球健康大学学位的教育工作者与伦敦当地一家志愿部门组织之间现有的创新伙伴关系。该计划允许伦敦帝国理工学院的全球健康学生通过与非营利性组织青年布伦特基金会的体验式实习模块了解当地的健康不平等现象。青年布伦特基金会致力于解决邻国布伦特委员会青年暴力发生率高的复杂决定因素。许多学生认为他们的安置具有深刻的变革性，一些学生选择在毕业后继续与他们的志愿组织合作。全球健康是一个多学科的研究和实践领域，专注于世界各地的健康和医疗保健。自本世纪以来，全球卫生领域大学学位的提供呈爆炸式增长。矛盾的是，无论是在地理上遥远的国家，还是在大学校园附近，直接经历过健康不平等的社区在财务和后勤上都无法获得其中的大多数。学术全球卫生的特点是在地理、阶级、性别和种族界线上的权力和影响力不平等，以至于许多声音都被边缘化了，不知道全球卫生课程应该是什么样子。最近，学术界批评《全球健康》过于关注影响低收入和中等收入国家的健康问题，并导致低收入和中等收入国家的其他国家。全球健康教育中的合作伙伴关系以前从未被研究过。这一博士项目的目的是审查这种与民间社会伙伴共同设计和共同提供课程的创新方法的价值，以及它如何有助于承认受健康不平等影响最大的当地社区的专门知识。这一研究项目将突出所有参与者，包括青年布伦特基金会本身正在进行的经验和协作的好处。通过这样做，这项研究项目将使年轻的布伦特基金会工作人员能够进一步阐述他们自己的需求，并强调关于伦敦健康的社会、政治和文化方面的教育应该是什么样子。该项目采用定性和人种学的方法来探索和批判性地分析这一伙伴关系中的复杂性以及每个利益攸关方(青年布伦特基金会、学生和演绎人员)在教学和伦理方面的紧张关系。合作教育伙伴关系可为高等教育机构和教育工作者提供解决方案，以促进更具包容性和参与性的教育。然而，需要以自反式的方式规划和管理这类计划，以实现平衡和有意义的伙伴关系。这一研究项目有助于对全球健康教育和知识生产的意义进行重要的批判，并将为未来的教育伙伴关系提供关键的实践见解。

This project aims to study an existing innovativepartnership between the educators of a Global Healthuniversity degree and a local London-based voluntary-sector organisation. The scheme allows Global Healthstudents at Imperial College London to learn about localhealth inequalities through an experiential placementmodule with a non-profit organisation, Young BrentFoundation. Young Brent Foundation works to address thecomplex determinants of the high rates of youth violence inthe neighbouring council of Brent. Many studentsexperience their placement as deeply transformative andsome choose to continue collaborating with their voluntary-sector organisation after graduation. Global Health is a multidisciplinary field of research andpractice focusing on health and healthcare across theworld. The provision of university degrees in Global Healthhas exploded since the millennium. Paradoxically, most ofthese are financially and logistically inaccessible to thosecommunities with direct experience of health inequalities,whether these are in geographically distant countries, orneighbouring the university campus. Academic Global Health has been characterised by inequalities in power andinfluence along geographical, class, gender and ethniclines, such that a multitude of voices are marginalised indebates about what Global Health curricula should looklike. Recently, academic Global Health has been critiquedfor focusing too heavily on health issues affecting Low andMiddle-Income Countries, and for resulting in the "othering"of Low and Middle-Income Countries.Collaborative partnership in Global Health education havenot been studied before. The purpose of this doctoralproject is to examine the value of this innovative approachto curriculum co-design and co-delivery with civil societypartners and how it may serve to acknowledge theexpertise that lies in the local communities most affectedby health inequalities. This research project will highlight the ongoing experiencesand the benefits of collaboration for all participants,including, importantly, Young Brent Foundation itself. Indoing so, this research project will enable Young BrentFoundation staff to further articulate their own needs andhighlight what education around social, political andcultural aspects of health in London should look like. Theproject employs qualitative and ethnographic methods toexplore and critically analyse the complexities and thepedagogical and ethical tensions in this partnership foreach stakeholder (Young Brent Foundation, students andeducators). Collaborative education partnerships may provide asolution for Higher Education Institutions and educators tofacilitate more inclusive and participatory education. Yet,such schemes will need to be planned and managed inreflexive ways in order to achieve balanced and meaningfulpartnership. This research project contributes to an important critique ofthe meaning of Global Health education and knowledgeproduction and will provide key practical insights to informfuture educational partnerships.