Annual Meeting Recordings are now available for purchase
311042
Valuing knowledge, valuing lives: Who counts in global health
Wednesday, November 19, 2014
Lily Walkover
,
Department of Social and Behavioral Sciences, University of California, San Francisco, San Francisco, CA
Background: In the global economy of health, knowledge is often produced in the global north and distributed to the global south, while resources necessary for health are transferred from the south to the north. Hesperian Health Guides, publisher of Where There Is No Doctor, seeks to reconfigure the global pattern of knowledge production and distribution by working with medical professionals and lay people to produce books that allow individuals and communities to take action for health. This study explores how Hesperian’s participatory development process challenges and confirms traditional patterns of knowledge production to create empowering health materials. Methods: This project utilizes in-depth interviews and a grounded theory approach. Six interviews were conducted with key Hesperian partners who live and work in developing countries; these individuals are involved in Hesperian’s editorial process, and use and adapt Hesperian materials in the field. Interviews were systematically coded and analyzed for emergent themes. Results: Participants focused on strategic negotiation between community-based knowledge and medical expertise to create materials that are technically accurate and can be used by lay people to address individual and community health needs. Ownership of the knowledge production process primarily came through local translations and adaptations, in which participants updated illustrations, case studies, and adjusted content to fit the conditions of the people they work with. Conclusions: A global, participatory materials development process facilitates the flow of information between medical professionals and grassroots communities to produce uniquely accurate and empowering materials that reflect community needs and experiences of health and illness.
Learning Areas:
Advocacy for health and health education
Assessment of individual and community needs for health education
Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs
Public health or related education
Social and behavioral sciences
Learning Objectives:
Evaluate the role of a participatory health materials development process in challenging and confirming traditional patterns of knowledge production and dissemination.
Analyze how a participatory health materials development process relates to more traditional processes of both medical and community-based production of health knowledge.
Keyword(s): International Health, Primary Care
Presenting author's disclosure statement:Qualified on the content I am responsible for because: I conducted this original research as part of my graduate training at UCSF.
Any relevant financial relationships? No
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines,
and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed
in my presentation.