95748 Global Human Rights and Health Equity
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Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 48 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR 48 credit points of completed study in spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 48 credit points of completed study in spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 48 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures
Description
This subject aims to enhance students' understanding of public health issues through an international human rights lens. The subject examines the history and key concepts of human rights with reference to the impact of social stratification, inequality, discrimination and persecution on the health of specific populations. This subject includes discussion of the international human rights system with a rights-based approach to health and development. Case studies are used to explore examples of social and economic domination in policy and practice and the effect of these on the delivery of health care, services and information and health outcomes. Through these case studies, students analyse practical ways of applying rights-based approaches to improving health equity and engaging and mobilising communities to stimulate positive social change. Students are encouraged to explore and share their own perspectives as well as engage in a diverse and collaborative experience throughout the session and during the weekly classes.
Subject learning objectives (SLOs)
| A. | Describe concepts of the human rights system with reference to key actors, agencies, processes and treaties at local, national and global levels. |
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| B. | Critically analyse key elements or clauses of the human rights system and apply these to contemporary health issues, with a focus on equity, access and accountability. |
| C. | Explain the concept of a rights-based approach to health with reference to the fundamental principles of human rights, including the violation of these rights. |
| D. | Describe the human rights implications of national health laws and policies. |
| E. | Develop tolerance and an appreciation of one’s own prejudices to better inform and influence debate on key public health issues that meet community needs. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Advocate for and engage with individuals and communities to reduce health inequities and promote social justice in a global context (1.0)
- Translate and communicate knowledge and research effectively to various audiences (3.3)
- Reflects on the ethical implications for public health research and practice (4.1)
- Uses theoretical frameworks to strengthen community action and create supportive environments (4.3)
- Translate research and evaluation into social and professional practice through critical thinking and knowledge integration (5.0)
- Translate public health policy into evidence-based strategies (5.2)
Contribution to the development of graduate attributes
1.1 Advocate for and work towards socially just outcomes in a variety of contexts
2.2 Utilise enquiry based learning to develop innovative approaches to complex issues
3.0 Use an assets-based approach to engender effective communication, collaboration and leadership
4.2 Make use of research and data to enable responsible, ethical and equitable service provision
5.0 Translate research and evaluation into social and professional practice through critical thinking and knowledge integration
Teaching and learning strategies
During the session, students will engage with the content to achieve the intended outcomes through the use of a range of teaching and learning strategies. This subject will attend lectures and tutorials which will introduce them to theories and concepts of global human rights and health equity with a collaborative approach to applying these to different case-based scenarios. Students use these scenarios to apply learned concepts, interpret information, form judgements and develop creative solutions. Critical rights-based thinking is developed through analysis, interpretation of and reflection on global health issues or situations. Formative feedback will be provided as part of the debriefing of the scenarios to stimulate students' critical thinking. Assessments incorporating classroom debates, external interviews, research and presentations will ensure student development of professional communication skills. It is anticipated that the knowledge and skills gained in this subject will allow students to appreciate common challenges associated with public health and the human rights principals that are related to these challenges. Students will have the opportunity to engage in dialogue with professionals from human rights and health agencies to learn about personal and/or professional experience from within industry in relation to the key concepts and learning objectives. Prior to attending the weekly classes, students will be expected to engage in preparatory activities aided by resources such as websites, online videos, literature, podcasts and other material which will be provided on Canvas.
Content (topics)
- Global health, and global health organisations – determinants of health and wellbeing, global health issues, sexual and reproductive health, HIV, mental health and physical disabilities.
- The human rights system – Historical background to the development of human rights, Human rights instruments and documents, the UN system, Non-governmental organisations, global peace organisations
- Developing a human rights-based approach to health practice and development
- Public health policies and human rights – unstable states, conflict, displaced persons, post-conflict societies, prejudice, intolerance and hatred
- Vulnerability and protection - gender, children, refugees, minorities, indigenous groups, trafficking
Assessment
Assessment task 1: Report: Human rights in health practice
| Intent: | The assessment will give students a clearer idea of the kind of work global health organisations do and assess whether this work is in line with human rights declarations. It will provide the students with practical examples of how different health organisations provide a rights-based approach to health. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B and C This assessment task contributes to the development of graduate attribute(s): 1.0, 4.3 and 5.0 |
| Weight: | 30% |
| Length: | Maximum 1000 words. |
Assessment task 2: Group Debate
| Intent: | The debate will give the students a chance to bracket their own worldviews and opinions while arguing for and against certain health issues with a right-based approach. The intention is to provide students with skills to adequately present valid and well-researched arguments to ensure that health equity and fairness in human rights are being provided. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, D and E This assessment task contributes to the development of graduate attribute(s): 1.0, 4.1, 4.3 and 5.2 |
| Weight: | 30% |
| Length: | Debate: Approx. 30 minutes per topic. (A breakdown of the debate timing and rules will be provided on Canvas) |
Assessment task 3: Case study analysis
| Intent: | The case report will give students a chance to critically analyse global health issues from a rights-based approach. The report will encourage and support their learning of topics related to human rights and health and will give the students a practical opportunity to put forward evidence-based recommendations based on their judgements formed through their self-directed research. |
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| Objective(s): | This assessment task addresses subject learning objective(s): B, C and D This assessment task contributes to the development of graduate attribute(s): 1.0, 3.3 and 5.2 |
| Weight: | 40% |
| Length: | Up to 1000 words (+10%) |
Required texts
There are no texts required for this subject. All additional readings will be available via links from within Canvas.
References
Annas, G. J. (2002). Bioterrorism, public health, and human rights. Health Affairs, 21(6), 94-97.
Beyrer, C., Allotey, P., Amon, J. J., Baral, S. D., Bassett, M. T., Deacon, H., Dean, L. T., Fan, L., Giacaman, R., Gomes, C., Gruskin, S., Jabbour, S., Kazatchkine, M., Stackpool-Moore, L., Maleche, A., McKee, M., Mon, S. H. H., Paiva, V., Peryskina, A., … Corey, L. (2021). Human rights and fair access to COVID-19 vaccines: the International AIDS Society–Lancet Commission on Health and Human Rights. The Lancet (British Edition), 397(10284), 1524–1527. https://doi.org/10.1016/S0140-6736(21)00708-X
Bruderlein, C., & Leaning, J. (1999). New challenges for humanitarian protection. BMJ, 319(7207), 430-435. 10.1136/bmj.319.7207.430
Cook, R. J. (1995). Gender, Health and Human Rights. Health and Human Rights, 1(4), 350-366. 10.2307/4065247
Gruskin, S., Mills, E. J., & Tarantola, D. (2007). History, principles, and practice of health and human rights. The Lancet, 370(9585), 449-455. http://dx.doi.org/10.1016/S0140-6736(07)61200-8
Humphreys, S., & Robinson, M. (2009). Human Rights and Climate Change. Cambridge University Press.
Hunt, P., & Backman, G. (2008). Health systems and the right to the highest attainable standard of health. Health and Human Rights, 10(1), 81-92.
Langford, M. (2010). A Poverty of Rights: Six Ways to Fix the MDGs. IDS Bulletin, 41(1), 83-91. 10.1111/j.1759-5436.2010.00108.x
Mann, J. M., Gostin, L., Gruskin, S., Brennan, T., Lazzarini, Z., & Fineberg, H. V. (1994). Health and Human Rights. Health and Human Rights, 1(1), 6-23. 10.2307/4065260
O'Flaherty, M., & Fisher, J. (2008). Sexual Orientation, Gender Identity and International Human Rights Law: Contextualising the Yogyakarta Principles [Article]. Human Rights Law Review, 8(2), 207-248. 10.1093/hrlr/ngn009
Peisah, C., Quinn, G., Israel, D., Dark, M., & Byrnes, A. (2020). Advocacy for the human rights of older people in the COVID pandemic and beyond: a call to mental health professionals. International Psychogeriatrics, 32(10), 1–13. https://doi.org/10.1017/S1041610220001076
Tarantola, D., & Gruskin, S. (2008). Human Rights Approach to Public Health Policy A2 - Heggenhougen, Harald Kristian (Kris). In International Encyclopedia of Public Health (pp. 477-486). Academic Press. https://doi.org/10.1016/B978-012373960-5.00235-5
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