| Unit name | Global Health Inequalities across the Lifecourse |
|---|---|
| Unit code | SPOLM0087 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Grieve |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
In this unit, we will explore how we can shape fairer global health policies. How can we draw on key contemporary concepts like ‘sustainable growth’ and ‘inclusive development’ to build health justice? How can we work for health justice in situations of scarce resources? And what does a just health future look across different global contexts with varying health priorities? Throughout the unit, we will examine how health inequalities affect people of different genders, racialised and ethnic groups, sexualities, ages and economic statuses. We will develop a picture of what better health and wellbeing policies should look like for all the different stages of life. It will equip you with the knowledge and skills of critical health policy analysis and multidisciplinary thinking. You will gain confidence in your ability to develop considered solutions to advance global health.
How does this unit fit into your programme of study
This unit offers an extension of learning in the specialist topic area of health and human rights. You will put your awareness of policy-making process into practice while considering a broad array of health determinants. The unit supports you to consider the benefits and real-world barriers involved in taking a social justice approach to global health policy-making. Learning from this unit can be applied in your independent research project (capstone unit).
An Overview of Content
The unit takes an interdisciplinary approach to considering the development of global health policy making structures oriented by social justice at different stages of the life course. You will study key sites of global health inequality for diverse people while also considering meaningful ways to address this in future. Transformative policy-making requires careful attention to health determinants (ie. commercial, colonial, political, and social) to achieve life-long health equity. We will critically apply concepts like ‘sustainable growth’ and ‘inclusive development’ through topics such as: sexual and reproductive justice; long term and chronic health conditions; mental health and wellbeing; pandemic response and preparedness; and elder care.
How will students, personally be different as a result of the unit
You will start to identify some of the difficult compromises that real-world policy negotiations may demand when resources are increasingly finite, while maintaining an optimism arising from an awareness of successful health justice initiatives. You will also reflect on health inequalities, differences and similarities that people and populations may face across diversity of circumstance, identity and life-stage.
Learning Outcomes
On successful completion of the unit you will be able to:
The unit will be delivered through a combination of lectures, and student-centred seminars. Seminars will incorporate small group as well as self-directed exercises enabling you to apply and consolidate your learning through problem-focused inquiry.
Tasks which help you learn and prepare you for summative tasks (formative):
Students will work collaboratively in groups on formative in-class presentations on weekly topics. They will gain verbal feedback from the seminar tutor in class, and their work will help to consolidate their learning from lectures, essential and further readings on a unit topic of their choice. There will be seminar sessions dedicated to supporting you to understand what is expected from the Position Paper assessment. You will read and discuss an example position paper from The Conversation and consider how it has engaged with academic and policy material, and you will be encouraged to make linkages between this example and your own assessment guidance.
Tasks which count towards your unit mark (summative):
Position Paper 3000 words max (100%)
This assessment covers all the Learning Outcomes
When assessment does not go to plan
Subject to the university regulations for taught programmes, unsuccessful students may be offered an opportunity for reassessment. If you are eligible to resubmit and where appropriate, you may submit a revised version of your previous assignment or complete an alternative assessment in the same format as the original assessment.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. SPOLM0087).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
