DOCSLIB.ORG

Download File

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Download File Ways with the Word in the New World: Language and Literacy Socialization among Born Again Christian African Families in Massachusetts Louise Lamphere Beryl Submitted in partial fulfillment for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2014 © 2013 Louise Lamphere Beryl All rights reserved ABSTRACT Ways with the Word in the New World: Language and Literacy Socialization among Born Again Christian African Families in Massachusetts Louise Lamphere Beryl This ethnographic study aims to understand how African parents use religion to help raise their children in the U.S. It is based on 18 months of fieldwork among African immigrant and refugee families, who identify as born again Christians and attend one of two churches located in the Greater Boston Area of Massachusetts. The parents in this study have voluntarily left or fled the homes and countries (predominantly Rwanda, Democratic Republic of the Congo, Uganda, Kenya, Tanzania, and Burundi) where they were raised and now have children of their own to raise in a new country and culture. They are using God (in concert with church, prayer, and the Bible) to cope with the challenges and find understanding, belonging, and betterment for themselves and their children. Their ultimate hope is for their children “to know God.” But what does it mean, “to know God?” Why is this so important for these parents? How do parents help children “to know God” (i.e. what processes are entailed)? And how does this shape their identities and intrapersonal and interpersonal development? This ethnography aims to answer these questions through an analysis of the language and literacy processes of socialization. I describe local child rearing theories, which influence interactions with children and the everyday routines they follow; the characteristics and practices through which a sense of belonging and community is fostered; as well as the practices of praying, engaging with the Bible, and discussion about what their faith means psychologically and socially. Parents and children are teaching and learning from one another through their participation in church services, Sunday school, and Bible studies; in routine prayer individually and collectively; in conversations about God and the world; and reading and discussing the Bible at home at night. I also examine the consequences, theoretical and empirical, of such socialization processes on the understanding of self and one’s relationships with God, other believers, and non-believers. I conclude that in learning to distinguish God’s voice among their own thoughts, children are potentially developing a Christian sense of self. Yet, adults and children encounter competing discourses within different communities of practice about with whom one should be friends. Social relationships entail positioning him or herself in the way one talks and acts so as to be (or not be) identified as a believer. These African born again Christian parents are socializing their children to be and become believers. TABLE OF CONTENTS List of Figures vi A Note on Terminology and Quotations vii Acknowledgments viii Dedication x Preface xi Introduction Africans Raising Children in America to Know God 1 Vignette 1 Growing up “Totally Different” 3 Growing up “American” and “Christian” 5 “To Know God” 7 Conceptual: Theorizing Religion, Immigration, and Socialization 9 Religion and Immigrant Integration 10 Socialization, Learning, and Identity Theories 13 Empirical Studies at the Intersection of Religion, Immigration, and Socialization 17 Belief and Self 20 The Demographic and Religious Context 23 Towards an Ethnography — Sampling, Methods, and Analysis 28 Overview of Chapters 38 i Chapter 1 The Other Holy Trinity: Relationships and Routines Among Parents, Children, and God 42 Vignette 42 Local Theories of Child Rearing 47 “Knowing” Jesus Growing Up: Parents’ Religious Histories 50 Parents’ Religious Reading Habits 52 “His Children”: The Relationship between Parents, Children, and God 54 The Importance of Obedience 59 Use of the Bible in Parenting 62 “A Praying Parent” 64 Religious Routines at Home 69 The Language of Prayer and the Bible 74 Conclusion 76 Chapter 2 A Family Portrait - The Wise Builders: Mama and Baba Furaha’s Family 79 Vignette 79 The Foundation 87 The Frame 89 The Bricks 92 The Mortar 96 The Roof and Spire 98 Epilogue 102 ii Chapter 3 Fostering Community 103 Vignette 103 The Church as “Community” 106 Characteristics that Foster Community 108 Practices that Foster Community 112 Conclusion 121 Chapter 4 Learning to Pray and Be a Pray-er 125 Vignette 125 The “Basic” Things: Prayer 128 Opportunities to Engage in Prayer 131 Discourse and Practice: Scaffolding and Scripting the Basics 132 Talking about prayer 133 Talk within prayer 136 Spiritual Development and Skill 139 Practice and Study 140 Experience and Age 141 Proclivity 142 The Ultimate Pray-er: A Gift of the Holy Spirit 144 Implications 145 iii Intrapersonal Development 145 Interpersonal Development 151 Conclusion 155 Chapter 5 Learning to Embody the Word 158 Vignette 158 Literacy and the Embodiment of Text 160 Engaging with the Bible through its Stories 163 Engaging with the Bible through Games and Activities 169 Engaging with the Bible through Memory Verses 173 Engaging with the Bible through Homework and Tests 178 Embodying the Word 183 Conclusion 186 Chapter 6 Learning to Delineate and Defend One’s Faith 188 Vignette 188 Belief, Doubt, and Identity 190 “Where is the evidence?”: Locating and Rereading Scripture 193 “Christianity 101” 200 Negotiating the Delineation and Defense of One’s Faith 202 “Being Smart” in Declaration, Deed, and Relationships 208 iv Negotiating “Believing Selves” 211 Conclusion 213 Conclusion Becoming and Being a Believer 216 Summary 216 Theoretical and Empirical Implications 217 A Christian Sense of Self 217 Negotiating “Believing Selves” Psychologically and Socially 218 Can We All Coexist? 219 For Future Study 222 References 225 Appendix 1 - Ecocultural Family Interview (EFI) Protocol 236 Appendix 2 - Focus Group 238 Appendix 3 - Research Study Statistics 243 v LIST OF FIGURES Figure 1: God, God, God, God 148 Figure 2: I love my mom and my dad and my God 148 Figure 3: The Devil is bad 148 Figure 4: SpongeBob, Patrick, and siblings 149 Figure 5: Cayla, Louise, SpongeBob, and Patrick at the 150 beach Figure 6: God’s Armor 172 Figure 7: Test #2: The Devil 181 Figure 8: “Coexist” 202 Figure 9: Original “Coexist” Image in Belfast 212 vi A NOTE ON TERMINOLOGY AND QUOTATIONS For the purpose of clarity, standardization, and the protection of my participants, I use the following conventions in this dissertation: I use the term African to refer to participants who predominantly have emigrated from sub- Saharan Africa or whose parents have. This is a term participants often use to identify themselves and others. I use the term born again Christian to refer to all participants in this study. It suggests that one has accepted Jesus as one’s personal savior. Participants may in fact identify more specifically as Pentecostal, however not all participants identified as such and thus I could not use the term to describe them. That being said, I use the term Pentecostal to refer to Spirit Church, since that is its stated denominational affiliation. I have given pseudonyms to all participants, churches, and specific cities/towns (besides Boston) in accordance with IRB stipulations. For participants, I have selected biblical names for their pseudonyms, which reflect the spirit of their own given names. Also for the protection of my participants, I have not linked a pseudonym to the specific country of their birth. However, in order to give readers an indication of whether a parent is a speaker of Kiswahili or Luganda, I have taken up the following convention: I have added to parents’ pseudonyms the titles of Mama or Baba, meaning mother or father respectively for Kiswahili speakers, and Auntie or Uncle, for Luganda speakers. This convention reflects a custom followed by the majority of my participants. It is customary for children and sometimes adults (among Kiswahili speakers) to refer to parents as Mama (mother) or Baba (father) and then the name of their eldest child (regardless of gender). For example, when I had my daughter whose name is Ella, my name became Mama Ella. Or if I had had a son named Michael, my name would have become Mama Michael. (Note: The eldest child’s name is not always used. Sometimes, they use the name of a different offspring who is present.) The custom is different among Luganda speakers. In that case, children (and sometimes adults themselves) often refer to adults as Aunties or Uncles, but they do not change their given name. This happens regardless of whether the person has a child, but rather happens in the presence of any child. So again using myself as an example: while conducting research when children were around, the adults who spoke Luganda called me Auntie Louise, regardless if I had a child or not. For children and youth, after their pseudonym, I have added their age (rounded up and in parenthesis) from around the time I started research. I have removed identifying information (e.g. country of birth) or made comparable substitutions (such as with occupations) to further protect the identities of participants. Biblical scripture is quoted from the New International Version (NIV), accessed online at www.biblegateway.com, unless I quoted from a participant reciting from a different version. Text placed in quotation marks attributed to participants has been edited to a certain extent in order to facilitate readability. vii ACKNOWLEDGMENTS I am indebted to those people who shared their hopes, concerns, and experiences with me for this research. You graciously welcomed me into your homes, your churches, and bible studies. I feel very blessed. I hope that God will continue to provide and protect you.
Load more

Recommended publications
  • Edinburgh Research Explorer
    Edinburgh Research Explorer Translinguistic apposition in a multilingual media blog in Rwanda Citation for published version: Gafaranga, J 2015, 'Translinguistic apposition in a multilingual media blog in Rwanda: Towards an interpretive perspective in language policy research', Language in Society, vol. 44, no. 1, pp. 87-112. https://doi.org/10.1017/S004740451400075X Digital Object Identifier (DOI): 10.1017/S004740451400075X Link: Link to publication record in Edinburgh Research Explorer Document Version: Peer reviewed version Published In: Language in Society Publisher Rights Statement: © Gafaranga, J. (2015). Translinguistic apposition in a multilingual media blog in Rwanda: Towards an interpretive perspective in language policy research. Language in Society, 44(1), 87-112. 10.1017/S004740451400075X General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 24. Sep. 2021 Translinguistic apposition Translinguistic apposition in a multilingual media blog in Rwanda: Towards an interpretive perspective in language policy research Abstract Researchers have called for studies which link the macro and the micro in language policy research. In turn, the notion of ‘micro’ has been theorised as referring either to the micro implementation of macro policies or to micro policies.
    [Show full text]
  • Medical-Anthropology-2015.Pdf
    Princeton University Department of Anthropology Spring 2015 MEDICAL ANTHROPOLOGY ANT 335 M/W 11:00 am- 12:20 pm Lewis Library 120 Instructor: Professor João Biehl ([email protected]) Lecturer: Bridget Purcell ([email protected]) Graduate Student Assistants: Kessie Alexandre ([email protected] Thalia Gigerenzer ([email protected]) Course Description Medical Anthropology is a critical and people-centered investigation of affliction and therapeutics. It draws from approaches in anthropology and the medical humanities to understand the body- environment-medicine interface in a cross-cultural perspective. How do social processes determine disease and health in individuals and collectivities? How does culture surface in the seeking of treatment and the provision of medical care? What role do medical technologies and public interventions play in health outcomes? Which values inform medical theory and practice, and how might the humanities deepen our understanding of the realities of disease and care? In the first half of the course, we will discuss topics such as: the relation of illness, subjectivity, and social experience; the logic of witchcraft; the healing efficacy of symbols and rituals; the art of caregiving and moral sensibility. We will also probe the reach and relevance of concepts such as the normal and the pathological, body techniques, discipline and normalization, medicalization, the nocebo and placebo effects, the mindful body, and the body politic. In the second half of the course, we will explore how scientific
    [Show full text]
  • UC Berkeley UC Berkeley Electronic Theses and Dissertations
    UC Berkeley UC Berkeley Electronic Theses and Dissertations Title Ripples, Echoes, and Reverberations: 1965 and Now in Indonesia Permalink https://escholarship.org/uc/item/5fv121wm Author Stroud, Martha Publication Date 2015 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California Ripples, Echoes, and Reverberations: 1965 and Now in Indonesia by Martha Stroud A dissertation submitted in partial satisfaction of the requirements for the degree Joint Doctor of Philosophy with University of California, San Francisco in Medical Anthropology in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Nancy Scheper-Hughes, Chair Professor Laura Nader Professor Sharon Kaufman Professor Jeffrey A. Hadler Spring 2015 “Ripples, Echoes, and Reverberations: 1965 and Now in Indonesia” © 2015 Martha Stroud 1 Abstract Ripples, Echoes, and Reverberations: 1965 and Now in Indonesia by Martha Stroud Joint Doctor of Philosophy with University of California, San Francisco in Medical Anthropology University of California, Berkeley Professor Nancy Scheper-Hughes, Chair In Indonesia, during six months in 1965-1966, between half a million and a million people were killed during a purge of suspected Communist Party members after a purported failed coup d’état blamed on the Communist Party. Hundreds of thousands of Indonesians were imprisoned without trial, many for more than a decade. The regime that orchestrated the mass killings and detentions remained in power for over 30 years, suppressing public discussion of these events. It was not until 1998 that Indonesians were finally “free” to discuss this tragic chapter of Indonesian history. In this dissertation, I investigate how Indonesians perceive and describe the relationship between the past and the present when it comes to the events of 1965-1966 and their aftermath.
    [Show full text]
  • Bridget Hanna
    BRIDGET HANNA Social Science Environmental Health Research Institute Asia Center Department of Sociology and Anthropology Graduate School of Arts and Sciences Northeastern University Harvard University [email protected] [email protected] EDUCATION Ph.D Harvard Graduate School of Arts and Sciences, Cambridge, MA Social Anthropology, 2014 Dissertation Toxic Relief: Science, Uncertainty, and Medicine after Bhopal Committee: Arthur Kleinman, Ajantha Subramanian, Sheila Jasanoff Harvard School of Public Health, Boston, MA Courses Environmental Health, Epidemiology & Biostatistics, 2009-10 A.M. Harvard Graduate School of Arts and Sciences Social Anthropology, 2008 B.A. Bard College, Annandale, NY Cultural Anthropology, 2004 Thesis The School of the Future: The Social Construction of an Environmental Hazard in the Post-industrial Fringe POSTDOCTORAL AFFILIATIONS & OTHER RESEARCH POSITIONS Postdoctoral Research Associate, Social Science & Environmental Health Research Institute, Department of Sociology & Anthropology, Northeastern University, 2014-2015; 2016. Designed survey and research materials for environmental health data privacy project with Silent Spring Institute; developed socio-exposome research project; participated in SSEHRI research group, STS training program, and sociological research training. Visiting Scholar, Asia Center, Harvard University, 2014-2016. Visiting Scholar, Department of Anthropology, University of Colorado, 2012-2014 Research Assistant to Professor Arthur Kleinman, Harvard Department of Social Medicine 2008;
    [Show full text]
  • Erica Caple James
    Erica Caple James MIT Anthropology Program 77 Massachusetts Avenue Room E53-335G Cambridge, MA 02139-4307 (617) 253-7321 [email protected] EDUCATION Harvard University, Ph.D. in Social Anthropology 2003 Harvard University, A.M. in Social Anthropology 1998 Harvard Divinity School, Masters of Theological Studies (M.T.S.) 1995 Princeton University, A.B. in Anthropology 1992 DISSERTATION “The Violence of Misery: ‘Insecurity’ in Haiti in the ‘Democratic’ Era” Advisor: Dr. Arthur Kleinman FELLOWSHIPS AND HONORS Abdul Latif Jameel World Water and Food Security Lab Grant 2015-2017 Todman Family Fund, for launch of Global Health and Medical Humanities Initiative 2014 Alumni Class Funds 2014 Tenure, Massachusetts Institute of Technology 2013 Gordon K. and Sybille Lewis (Book) Award, Caribbean Studies Association 2013 School for Advanced Research on the Human Experience, Advanced Seminar 2013 James A. and Ruth Levitan Prize in the Humanities, MIT 2012 Gregory Bateson Book Prize, Society for Cultural Anthropology, Honorable Mention 2011 MIT Old Dominion Fellowship 2011 Class of 1947 Career Development Professorship 2010 Rita E. Hauser Fellow, Radcliffe Institute for Advanced Study 2010-2011 MIT School of the Humanities, Arts, and Social Sciences Research Fund 2009 NIH National Loan Repayment Program Funding for Health Disparities Research 2007-2009 Career Enhancement Fellowship, Woodrow Wilson National Fellowship Foundation, 2007 Honorable Mention Mellon Foundation Support for the Study of Science, Technology, and Medicine 2006 School of the Humanities,
    [Show full text]
  • Why Do Indigenous Practitioners Successfully Heal?
    WHY DO INDIGENOUS PRACTITIONERS SUCCESSFULLY HEAL? ARTHUR KLEINMAN University of Washington School of Medicine and LILIAS H. SUNG National Taiwan University [l] Abstract-The authors report findings from a follow-up study of patients treated by a shaman (t&q-ki) in Taiwan. and relate these to early findings from a much larger study of indigenous healing in that Chinese cultural setting. Ninety percent of patients treated by indigenous practitioners suRered from chronic. self-limited. and masked minor psychological disorders. The last group. involving “somatiza- tion” of personal and interpersonal problems. accounted for almost 50”,, of cases. In the follow-up study. IO of 12 consecutive cases treated by this indigenous healer rated themselves as. at least partially. cured. This occurred in spite of any significant symptom change in several cases. and in the face of considerably worsened symptoms in one case. In these cases. behavioral or social gains were respon- sible for the positive evaluation of therapeutic efficacy. INTRODUCTION Instead, I present the complex issues involved in how The study of indigenous healing may be important we evaluate therapeutic efficacy as the central prob- to the general anthropologist for the light it throws lem in the cross-cultural study of healing. The on a particular culture. It may be important to the explanations I propose for understanding how the in- medical anthropologist for the understanding it pro- digenous healing described in this paper works are vides of a given society’s system of health care. But anchored in a theoretical framework, which I outline the cross-cultural investigation of indigenous healing below.
    [Show full text]
  • Tradition, Christianity, and the State in Understandings of Sickness and Healing in South Nias, Indonesia
    TRADITION, CHRISTIANITY, AND THE STATE IN UNDERSTANDINGS OF SICKNESS AND HEALING IN SOUTH NIAS, INDONESIA by Edward Peake Thesis submitted for degree of PhD Department of Anthropology London School of Economics University of London September 2000 UMI Number: U126970 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U126970 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 F 7202 7 3 8 3 9 % ABSTRACT TRADITION, CHRISTIANITY, AND THE STATE: UNDERSTANDINGS OF SICKNESS AND HEALING IN SOUTH NIAS, INDONESIA The thesis describes the range of south Nias villagers' understandings of sickness and healing, and investigates how and why they draw on various cultural spheres in the interpretation and management of sickness events. Traditional notions of sickness etiology are set in the context of both Christian beliefs and the state's efforts to promulgate modem, 'scientific' understandings, in order to show how sociologically distinguished individuals draw variously at different times and contexts on all three fields of sickness interpretation and management. The thesis begins with a history of Nias relations with the outside world, in order to delineate the genealogy of modem Indonesian attitudes to local culture.
    [Show full text]
  • Pragmatics in Bakuli: a Linguistic Ethnographer’S Notes from the Neighborhood
    108 Pragmatics in Bakuli: A Linguistic Ethnographer’s Notes from the Neighborhood Nico Nassenstein Department of Anthropology and African Studies JGU Mainz [email protected] Abstract This contribution offers insights into contemporary language practices in the Ugandan capital Kampala where Rwandans and Burundians, Congolese traders, refugees and travelers meet and interact. Speakers in Bakuli, a vibrant neighborhood of the Ugandan capital, do not seem to categorize themselves according to geolinguistic lines of national belonging, instead language appears to be fluid and permeable. Based on an experience- based and reflection-based approach pursuing a linguistic ethnography, my preliminary contribution compares processes of “(un)doing” language(s) in the context of colonial nation-building with recent contexts of conflict migration. Central questions are: Which strategies do specifically contemporary migrants from Rwanda and Burundi employ to subvert and play with the differences between both languages and break language boundaries? How do they create a new language-in-between that includes emblematic features of both Kinyarwanda and Kirundi, making a clear indication of nationality and national categorization therefore impossible? In the framework of a “pragmatics of place”, this ethnographic note intends to show how concepts of place/space contribute to a change in meaning of linguistic varieties and their speakers’ (internal) selfing strategies, as well as to a rearrangement of external categorizations of speakers, ethnic groups
    [Show full text]
  • Critical Analysis of Social Genetics and Linguistic Inquiry
    International Journal of Language and Linguistics 2020; 8(1): 11-16 http://www.sciencepublishinggroup.com/j/ijll doi: 10.11648/j.ijll.20200801.12 ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online) Critical Analysis of Social Genetics and Linguistic Inquiry Samuel Leykun Department of Linguistics, Ambo University, Ambo, Ethiopia Email address: To cite this article: Samuel Leykun. Critical Analysis of Social Genetics and Linguistic Inquiry. International Journal of Language and Linguistics . Vol. 8, No. 1, 2020, pp. 11-16. doi: 10.11648/j.ijll.20200801.12 Received : August 27, 2019; Accepted : October 24, 2019; Published : January 7, 2020 Abstract: Human being on Earth has undergone several transitions during its history, from the fire age to modern technology. There has been notable progress in linguistic development and social development. Sociolinguistics and Social genetics as a newlly emerging discipline have strong relationship and enaged with one another. This study tried to analyzed critically the social genetics and linguistic inquiry of human being regardless of anything. The objectives of the study were to introduce this complex idea to the biologists and linguists to reduce their racial baises and to make sense of social genetics and sociolinguistics are the major parameter of human race and genetics than hereditary genetics. The critical paradigm is used as paradigm of the study. Regarding techniques of data analysis, the qualitative approach is utilized in this study. Concerning data collection tools, the secondary data were collected from journals, findings of different researches, books, and proceedings. Therefore, this research is a desktop research. To mention some of the findings, the concept of hereditary genetics distinguish an individual or a group of individual from the other is a refutational way that triggers a misconception, and incorrect.
    [Show full text]
  • How to Use the PIH Engage Curriculum Led By: Community Building Lead
    How to use the PIH Engage Curriculum Led by: Community Building Lead Each of the lessons revolves around a specific theme pulled from research, writing, and experience that is integral to the PIH mission and model of global health care delivery. There is a suggested order; however, each lesson can stand-alone and spark unique discussion pertinent to the movement for the right to health. Choose lessons to curate specific meetings, and play into the interests of your team members. There are two different ways to use these lessons, either through the discussion guide or lesson plan; however, every lesson has an overarching goal. By the end of the lesson, whether you use the discussion guide or the lesson plan, you should accomplish this goal. Goals can be shared with your team, or simply used to guide how your time is spent. It is imperative that the Community Building Lead deeply engages with and has a strong understanding of the readings to properly facilitate these discussions. Reviewing the discussion guide and lesson plan prior to the meeting is also necessary. The Community Building Lead should also make sure team members have copies of the reading, either digital or physical, prior to and during the meeting. Additionally, the Community Building Lead should feel free to use additional resources (e.g. videos, handouts, slides, etc.). It is also helpful to be interactive while conducting lessons –use blackboards/whiteboards, projectors, and any other resources available to you. Discussion Guide Use the discussion guide if your team members will fully engage with the readings and come with a solid understanding of the literature.
    [Show full text]
  • Princeton University Fall 2019 CRITICAL PERSPECTIVES in GLOBAL HEALTH GHP 350 / ANT 380 / WWS 380 Lewis Library 120 M-W 11:00
    Princeton University Fall 2019 CRITICAL PERSPECTIVES IN GLOBAL HEALTH GHP 350 / ANT 380 / WWS 380 Lewis Library 120 M-W 11:00 am – 12:20 pm Instructor: João Biehl | [email protected] Teaching Fellows: Arbel Griner [email protected] Heidi Morefield [email protected] Sebastián Ramírez [email protected] Course Description Global health brings together a vast and diverse array of actors working to address urgent health issues worldwide with unprecedented, if unequally distributed, financial and technological resources. This course is a critical analysis of the cultural, social, political, and economic processes related to this expanding medical and humanitarian field. Taking an interdisciplinary approach, the course identifies the main actors, institutions, practices, and forms of knowledge production at work in the ‘global health systems today and explores the multiple factors that shape patterns and variations in disease and health across societies. As we scrutinize the evidence-making practices, agendas, and values that underpin specific paradigms in global health, we will place current interventions in historical perspective, gauging their benefits as well as their sometimes- unintended consequences. Throughout the course, students will be encouraged to think critically and creatively about health problems and policies and to envision innovative and effective forms of collaborative research and interventions. We will emphasize the ways in which the field of global health challenges both the social and natural sciences to keep up with changing socio- medical realities and to better understand local worlds and the needs, experiences, and capacities of people—from the subjects of interventions to the health workers and scientists who seek to assist them.
    [Show full text]
  • Synergies Afrique Des Grands Lacs
    REVUE DU GERFLINT 2014 Synergies Afrique des Grands Lacs N°3 / Année 2014 Langues et littératures dans la région des Grands Lacs Coordonné par Jean Chrysostome Nkejabahizi et Jean-Paul Mortelette GERFLINT REVUE DU GERFLINT 2014 Synergies Afrique des Grands Lacs n°3 - 2014 POLITIQUE EDITORIALE Synergies Afrique des Grands Lacs est une revue francophone de recherche en sciences humaines, particulièrement ouverte aux travaux d’aménagement linguistique, de langues et littératures, de lexicologie, de terminologie et de traduction. Sa vocation est de mettre en œuvre dans les six pays (Burundi, Rwanda, RD Congo, Uganda, Kenya, Tanzanie) de l’Afrique des Grands Lacs, le Programme Mondial de Diffusion Scientifique Francophone en Réseau du GERFLINT, Groupe d’Etudes et de Recherches pour le Français Langue Internationale. C’est pourquoi elle publie des articles dans cette langue, mais sans exclusive linguistique et accueille, de façon majori- taire, les travaux issus de la pensée scientifique des chercheurs francophones de son espace géographique dont le français n'est pas la langue première. Comme toutes les revues du GERFLINT, elle poursuit les objectifs suivants: défense de la recherche scientifique francophone dans l’ensemble des sciences humaines, promotion du dialogue entre les disciplines, les langues et les cultures, ouverture sur l’ensemble de la commu- nauté scientifique, adoption d’une large couverture disciplinaire, aide aux jeunes chercheurs, formation à l’écriture scientifique francophone, veille sur la qualité scientifique des travaux. Libre Accès et Copyright : © Synergies Afrique des Grands Lacs est une revue éditée par le GERFLINT qui se situe dans le cadre du libre accès à l’information scientifique et technique.
    [Show full text]