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Histories of Health and Materiality in the Indian Ocean World

Medicine, Material Culture and Trade, 1600-2000

Edited by Anne Gerritsen and Burton Cleetus

Introducing materiality into the study of the history of medicine, this volume hones in on communities across the Indian Ocean World and explores how they understood and engaged with health and medical commodities. Opening up spatial dimensions and challenging existing approaches to knowledge, power and the market, it defines ‘therapeutic commodity’ and explores how different materials were understood and engaged with in various settings and for a number of purposes.

Offering new spatial realms within which the circulation of commodities created new regimes of meaning, Histories of Health and Materiality in the Indian Ocean World demonstrates how medicinal substances have had immediate and far-reaching economic and political consequences in various capacities. From midwifery and umbilical cords, to the social spaces of soap, perfumes in early modern India and remedies for leprosy, this volume considers a vast range of material culture in medicinal settings to better understand the history of medicine and its role in global connections since the early 17th century.

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Towards decolonising research methods training: the development of a locally responsive online learning course on research methods for mental health in war and conflict for researchers and practitioners in the Gaza Strip

By Nancy Tamimi, Hanna Kienzler, Weeam Hammoudeh, Hala Khalawi, Mathias Regent and Rita Giacaman

Background

Concerns exist that online learning directed at non-Western settings to strengthen research capacity imposes Western-centric epistemology, provides unidirectional transfer of knowledge, and neglects local paradigms and expertise. We argue that a plurality of voices, histories and epistemologies are essential to strengthen research capacity. We share our experience developing and teaching an online course for mental health professionals and researchers in the Gaza Strip.

Methods

Birzeit University and King’s College London developed and delivered the course equally, focusing on the intersection between qualitative research methods, mental health and conflict, and addressing local research needs. We incorporated local case studies and expertise, encouraged interaction in English and Arabic, and stimulated critique of Western theories. Seventeen participated, 12 completed the pre-course questionnaire, 15 completed the post-course questionnaire and four undertook semi-structured interviews.

Results

Our pre-course survey showed participants most needed coding and qualitative data analysis skills. Post-course findings showed improved qualitative research skills. Most agreed the course was comprehensive and well delivered, with relevant case studies. Three themes were identified: (1) the course was locally contextualised and met students’ needs; (2) the course fostered dialogic and multi-directional learning and (3) suggestions for improvements. Several participants wanted some topics in greater depth and further specialised training. A few suggested the course be in Arabic.

Conclusion

Fostering multi-directional learning is key for non-Western knowledge, epistemologies, and languages to gain prominence in Western academia. A social transformation would see local researchers and educators engage with and use local methods and paradigms in mental health in war and conflict.

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Experience, Caste, and the Everyday Social

By Gopal Guru and Sundar Sarukkai

This book develops a radically new way of understanding the social by focussing on different experiences we have of the everyday empirical reality. This book offers a new way of understanding the social processes of societies in Asia, Africa, and the Middle East, all of which have complex experiences of the everyday social. The authors begin with the argument that the everyday social is the domain where the first experiences of the social are formed and these experiences influence to a great extent meaning-making of the structural social. Following a critique of some dominant trends in social ontology, they discuss in detail, and with many common examples, how the social is experienced through the perceptual capacities of sight, touch, sound, taste, and smell. They then discuss the relation between experience of belongingness and the social, and show how the social gets authority in a way similar to how natural gets authority in the natural sciences. Moreover, the social appears through the invocation of we-ness, suggestive of a social self. The everyday social also creates its sense of time, a social time which orders social experiences such as caste. Finally, the authors explain how the ethics of the social is formed through the relationship of Maitri (drawn from Ambedkar) between the different socials that constitute a society. This is not just a new theory of the social but is filled with illustrations from the everyday experiences of India, including the diverse experiences of caste.

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Archive of Tongues. An Intimate History of Brownness

By Moon Charania

In Archive of Tongues Moon Charania explores feminine dispossession and the brown diaspora through a reflection on the life of her mother. Drawing on her mother’s memories and stories of migration, violence, sexuality, queerness, domesticity, and the intimate economies of everyday life, Charania conceptualizes her mother’s tongue as an object of theory and an archive of brown intimate life. By presenting a mode of storytelling that is sensual and melancholic, piercing and sharp, Charania recovers otherwise silenced modes of brown mothers’ survival, disobedience, and meaning making that are often only lived out in invisible, intimate spaces, and too often disappear into them. In narrating her mother’s tongue as both metaphor for and material reservoir of other ways of knowing, Charania gestures to the afflictions, limits, and failures of feminist, queer, and postcolonial scholarly interrogations and the consequences of closing the archive of the brown mother.

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The unbearable heaviness of climate coloniality

By Farhana Sultana

The extremely uneven and inequitable impacts of climate change mean that differently-located people experience, respond to, and cope with the climate crisis and related vulnerabilities in radically different ways. The coloniality of climate seeps through everyday life across space and time, weighing down and curtailing opportunities and possibilities through global racial capitalism, colonial dispossessions, and climate debts. Decolonizing climate needs to address the complexities of colonialism, imperialism, capitalism, international development, and geopolitics that contribute to the reproduction of ongoing colonialities through existing global governance structures, discursive framings, imagined solutions, and interventions. This requires addressing both epistemic violences and material outcomes. By weaving through such mediations, I offer an understanding of climate coloniality that is theorized and grounded in lived experiences.

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Why Indigenous People Want You to Stop Labeling Them as Latino

By Odilia Romero

In this fascinating and necessary Talk, Odilia Romero shares why the Latino narrative is oppressive for Indigenous communities. Through her nonprofit CIELO, listen to how Odilia fights for language rights and provides interpretation services to Indigenous communities across the United States.


As a fierce Zapotec leader, Odilia Romero is the co-founder of Comunidades Indigenas en Liderazgo (CIELO), advocating for Indigenous migrant rights in Los Angeles & throughout California. She is also an independent interpreter of Zapotec, Spanish, and English for Indigenous communities & her organizing knowledge & experience are held in high regard, with multiple academic publications, awards, & lectures in universities across the United States, including John Hopkins, USC, and UCLA. Ms. Romero’s work has also been featured in the Los Angeles Times, the New York Times, Vogue and Democracy Now. This talk was given at a TEDx event using the TED conference format but independently organized by a local community.

‘My Dad Was, Is a Soldier’: Using Collaborative Poetic Inquiry to Explore Intergenerational Trauma, Resilience, and Wellbeing in the Context of Forced Migration

By Lydia Wanja Gitau, Achol Arop and Caroline Lenette

The topics of intergenerational trauma, resilience, and wellbeing as they relate to forced migration are receiving more attention in the arts and health literature. Yet, we know very little about how refugee-background young adults manage their psychosocial wellbeing when they grow up surrounded by stories of conflict, loss, and trauma. Achol has been writing poetry to represent and amplify the narratives of those around her (parents, family, and the South Sudanese community in Sydney, Australia). These stories are central elements of her lived experience and the diverse experiences of her community. Using collaborative poetic inquiry, this paper identifies key themes in one of her poems, My dad was, is a soldier, to illustrate how poetry is an important artistic mode of expression that can improve our understanding of intergenerational trauma, resilience, and wellbeing. Rather than conveying interview data through research poems, we place Achol’s poem at the centre of our collaborative poetic inquiry to gain new insights into refugee lived experiences. This paper contributes to contemporary debates on how artistic means enrich our knowledge of psychosocial wellbeing through trauma-informed, culturally safe, and decolonial research methods.

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Troubling Objectivity: The Promises and Pitfalls of Training Haitian Clinicians in Qualitative Research Methods

By Pierre Minn

Building research capacity is a central component of many contemporary global health programs and partnerships. While medical anthropologists have been conducting qualitative research in resource-poor settings for decades, they are increasingly called on to train “local” clinicians, researchers, and students in qualitative research methods. In this article, I describe the process of teaching introductory courses in qualitative research methods to Haitian clinicians, hospital staff, and medical students, who rarely encounter qualitative research in their training or practice. These trainings allow participants to identify and begin to address challenges related to health services delivery, quality of care, and provider-patient relations. However, they also run the risk of perpetuating colonial legacies of objectification and reinforcing hierarchies of knowledge and knowledge production. As these trainings increase in number and scope, they offer the opportunity to reflect critically on new forms of transnational interventions that aim to reduce health disparities.

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Epistemic injustice in academic global health

By Himani Bhakuni and Seye Abimbola

This Viewpoint calls attention to the pervasive wrongs related to knowledge production, use, and circulation in global health, many of which are taken for granted. We argue that common practices in academic global health (eg, authorship practices, research partnerships, academic writing, editorial practices, sensemaking practices, and the choice of audience or research framing, questions, and methods) are peppered with epistemic wrongs that lead to or exacerbate epistemic injustice. We describe two forms of epistemic wrongs, credibility deficit and interpretive marginalisation, which stem from structural exclusion of marginalised producers and recipients of knowledge. We then illustrate these forms of epistemic wrongs using examples of common practices in academic global health, and show how these wrongs are linked to the pose (or positionality) and the gaze (or audience) of producers of knowledge. The epistemic injustice framework shown in this Viewpoint can help to surface, detect, communicate, make sense of, avoid, and potentially undo unfair knowledge practices in global health that are inflicted upon people in their capacity as knowers, and as producers and recipients of knowledge, owing to structural prejudices in the processes involved in knowledge production, use, and circulation in global health.

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Decolonizing Thought and Action – and Higher Education

By Community-Based Global Learning Collaborative

Explore here the module which forms part of a toolkit, with several activities, videos, and questions.

How do we reorient ourselves away from the idea that communities that are not attached to the university don’t have cultural wealth, or knowledge to bear? How do we disrupt this notion, and participate in a practice of decolonization by recognizing the distorted relationships that exist as a result of colonization and colonialism? What does it mean to engage with decolonization in community-based inquiry and engagement? What is the significance of this engagement to how the concept of global citizenship is used and understood?

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