Abstract
The current emphasis on Global Mental Health risks losing the focus on the local and the particular and rendering anthropological insight pertinent. A more critical examination of pedagogical methods and curricula, and of the challenges of establishing collaborative, balanced partnerships is required. Since 2006, a group of clinical anthropologists1 based at UCL and members of The Banyan2, have been working together on an innovative series of short, annual courses on social science theory and methods applied to mental health in South Asia. A UCL/BALM3 research unit was also established in 2008 employing local researchers to conduct joint studies into mental health and its related stigma in the Indian context. Following a brief history and outline of the collaboration, this paper discusses specific challenges: institutional issues and local economics; history and power dynamics; teaching versus training; working within mixed disciplinary and �cultural� domains both in the UK and India; and the spatial and temporal challenges of supervising research across continents. The paper concludes by reflecting on the contribution this collaboration has made to knowledge flow, examining localised and culturally specific understandings of pedagogy. These insights offer potential for similar international organisations seeking to establish inclusive and effective partnerships between frequently disparate contexts.
Highlights
Teaching in a global setting provides a new focus for anthropologists within the continuing construction and development of education establishments and departments abroad (Costello and Zumla 2000; Caruana and Spurling 2006)
In terms of learning outcomes, the course objectives have included: - gaining an overview of social science theory and method in South Asia; - learning key concepts from medical anthropology; - integrating social science theory with clinical practice; - applying cultural psychiatry in practice; learning to critique through social science; methods existing theories and practices of western psychiatry; - determining the relevance of the “folk” sector in South Asia; - exploring of working with ‘healers’ and other non-traditional practitioners; - examining local “idioms of distress;" - theorizing and critiquing categories of race, caste, gender and its relationship to stigma; - exploring issues concerning trauma and somatisation from a South Asian perspective
The collaboration between University College London (UCL) and The Banyan began on the basis of shared teaching on short courses, aimed at a local NGO and health workers interested in the social sciences and in mental health practice development
Summary
Teaching in a global setting provides a new focus for anthropologists within the continuing construction and development of education establishments and departments abroad (Costello and Zumla 2000; Caruana and Spurling 2006). In terms of learning outcomes, the course objectives have included: - gaining an overview of social science theory and method in South Asia; - learning key concepts from medical anthropology; - integrating social science theory with clinical practice; - applying cultural psychiatry in practice; learning to critique through social science; methods existing theories and practices of western psychiatry; - determining the relevance of the “folk” sector in South Asia; - exploring of working with ‘healers’ and other non-traditional practitioners; - examining local “idioms of distress;" - theorizing and critiquing categories of race, caste, gender and its relationship to stigma; - exploring issues concerning trauma and somatisation from a South Asian perspective These courses are aimed at students, researchers and clinicians working in South Asia, as well as external participants with an anthropological interest in the region. Advertising begins at least six months in advance across the print and web media, and costing is according to local and international rates
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