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HED 455: Community Organizing
Community Organizing in Public Health combines personal experience, a passion for social justice, and the historical context of non-violent social action. An added benefit of the class is increased competency in mass media, interpersonal communication, critical thinking, language arts and civic engagement. Building a “community identity” among class members and empowerment are course subtexts. Students learn a power analysis that stems from the contributions of African Americans in the civil rights movement; Mexican and Filipino Americans in the farm workers movements; gay/lesbian communities in the fight to stop HIVAIDS; and the contributions of women and youth to the prevention of violence. The class keeps positive with a focus on solutions as opposed to the usual negative focus on problems.
By the end
of the semester students are able to discuss:
1. Foundations and history of community organizing and primary prevention.
2. Social justice, cultural humility, empowerment.
3. Functions of social support & social networks.
4. Principles and practice of non-violence.
5. Ethical dilemmas in health education programs.
6. Community mapping that emphasize visual arts, i.e.:
photovoice.
7. Issue selection and leadership development.
8. Media advocacy and media literacy.
9. Globalization, health and human rights.
10. Entering and leaving the community.
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HED 290: Health & Wellness
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This experiential course is designed to guide students through an embodied learning process to attain physical, mental, spiritual and community health. Active creative participation is a core component. Students engage in activities to unlearn and heal oppressive attitudes and behaviors, improve mental and body flexibility, and promote healthy aging. The experiences of multiculturalisms, oppression and privilege is addressed throughout the entire semester. Students practice dance and yoga to heal and unlearn oppressive attitudes/ behaviors, prevent disease & promote health. |
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HED 810:
Intro to Public Health & Principles of Community Organizing
HED 810 is the gateway course to professional
socialization in the Masters
in Public Health (MPH) program at SFSU. According to the Institute of Medicine's report on educating health professionals for the 21 st century, MPH students must be taught an ecological framework that considers health as determined by biology and behavior as well as by the physical, cultural & social environment. Students shift away from a strict biomedical focus on illness and disease to an explicit language of social justice and human rights. Key assignments are community mapping through ethnographic methods and community based participatory research as well as a group project on Leading Health Indicators. Communication, professional practice, proficiency in language arts and practicing empowerment are course subtexts. Course
Objectives
By the end of the semester
students will be able to carry out a community-based public health analysis and apply concepts relating to the:
1. Mission of and political nature
of community-based public health.
2. History and foundations of non-violent social action community
organizing.
3. Impact of social support, resiliency and social networks on individual and
community health.
4. Power analysis of social and economic determinants of the public’s
health.
5. Ethical dilemmas in Community Health Education practice and research.
6. Methodology of community diagnosis, community mapping and stakeholder
analysis.
7. Media literacy & media advocacy applications of community-based
public health
8. Globalization and international CBPH efforts.
9. Health and human rights.
10. Stengths and challenges of group work.
Cultural
Competency ~ Cultural Humility
The
trilogy of power, oppression and privilege are underscored in this
class to make the connections between factors of social inequality and their relationship to health & disease. Therefore, additional cultural learning objectives are to:
- Identify personal value systems & styles for creative
expression.
- Understand the need for cultural humilit as a necessary skill for interpersonal
group interactions.
- Recognize concerns regarding cultural stereotypes and discuss how to address
them.
- Develop a global vision to be effective at the local level from a cross cultural perspective.
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HED 845: Training and Educational Process
The classroom is one of the most dynamic work settings precisely because we are given such a short amount of time to do so much. To perform with excellence & grace teachers must be totally present in the moment, totally concentrated & focused.
-bell hooks, Teaching Community (2003)
Education at its best is not just about getting information or getting a job. Education is about healing and wholeness. It is about empowerment, liberation, transcendence, about renewing the vitality of life. -Parker Palmer, The Courage to Teach (1998) |
Course Description
In this graduate seminar students learn the philosophical underpinnings,
theoretical approaches, and practical applications of one the most
significant aspects of being a health educator: developing trainings and educational
frameworks. A significant amount of time is devoted to the study of critical pedagogy, popular education
and its applications. In addition student assignments target assessing learners’ needs; developing objectives
for trainings and educational interventions; implementing trainings
and educational programs; and developing evaluation instruments
to ascertain the effectiveness of health education trainings and
educational interventions. In essence, the course explores "behind the scenes" of planning educational programs for
adults in community settings. Students put concepts to work to
see how they operate on a practical level. The class includes guided peer education, lectures, class discussions,
activities, guest speakers, and a training group project..
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