This seminar course explores stories of health, illness, and disability that are in some way tied to the City of Toronto. It asks how the Canadian healthcare setting impacts the creation of illness narratives. Topics will include major theorizations of illness storytelling (“restitution”, “chaos,” and “quest” narratives); narrative medicine; ethics and digital health storytelling.

Advanced students of Health Humanities already know that creative work about important contemporary issues in health can help doctors, patients, and the public understand and live through complex experiences. But now, as health humanities practitioners, do we go about making new creative works and putting them out into the world? This upper-level seminar explores Documentary and Memoir as a political practice and supports students already versed in the principles and methods of health humanities in developing their own original work. Through a workshop format, students encounter artistic and compositional practices of documentary and memoir writing, film, and theatre to draw conclusions about what makes a documentary voice compelling, and consider the impact of works as a modality for communicating human experiences of health, illness, and disability through these mediated expressions.

In this year-long directed research course, the student will work with a faculty supervisor to complete an original undergraduate research project. During fall term the student will prepare the research proposal and ethics protocol, and begin data collection. In the winter term the student will complete data collection, analysis, and write-up.

This course will investigate school- and community-based health education efforts that approach health as a complex social, biological, and cultural experience; critique and challenge prevailing understandings of health; and offer alternative theoretical, pedagogical, and curricular approaches to health and illness. Issues such as sexuality, gender, nation, race, social class, age, ability, and indigeneity will be central concerns in this study of health pedagogy, curriculum, and promotion.

The quality of our health care system is dependent on initial and ongoing education supporting our health professionals. In response to ongoing and new challenges in health care, governments and institutions respond with novel ideas of enacting health care in improved ways. Health care institutions, policy makers, and the public have expectations of highly skilled, knowledgeable, and prepared individuals. As our understanding of health and health systems change, these expectations also change. Keeping up is in part the work of health professions education. Preparing individuals for these dynamic, complex, in some cases unpredictable, and everchanging health care service demands is necessary and complex. In this course, we explore the role and governance, structure, and contemporary multidisciplinary scientific advances of initial and continuing health professions education as a means of supporting the practice and quality of health care. We also explore the future of health professions and how health professions education is working to keep up.

This course will delve into health promotion's inequities, notably those impacting Black communities. We examine how social determinants intersect with anti-Black racism, particularly during pandemics like HIV/AIDS and COVID-19. The Toronto Board of Health's 2020 declaration of anti-Black racism as a public health crisis underscores the urgency of addressing this issue, as Black Canadians continue to face disproportionate health disparities in areas such as life expectancy and chronic diseases.

This course is designed to permit critical analysis of current topics relevant to the broad topic of paramedicine. Students will work independently but under the supervision of an industry leader, practitioner and/or researcher involved in paramedicine, who will guide the in-depth study/research. Students report to the course instructor and paramedicine program supervisor to complete course information and their formal registration.

History, theory and practice of international development, and current approaches and debates in international development studies. The course explores the evolution of policy and practice in international development and the academic discourses that surround it. Lectures by various faculty and guests will explore the multi-disciplinary nature of international development studies. This course is a prerequisite for all IDS B-level courses.

This experiential learning course allows students to experience first hand the realities, challenges, and opportunities of working with development organizations in Africa. The goal is to allow students to actively engage in research, decision-making, problem solving, partnership building, and fundraising, processes that are the key elements of development work.
Same as AFSA03H3

Introduces students to major development problems, focusing on international economic and political economy factors. Examines trade, aid, international institutions such as the World Bank, the IMF and the WTO. Examines both conventional economic perspectives as well as critiques of these perspectives. This course can be counted for credit in ECM Programs.

The environmental consequences of development activities with emphasis on tropical countries. Environmental change in urban, rainforest, semi-arid, wetland, and mountainous systems. The influences of development on the global environment; species extinction, loss of productive land, reduced access to resources, declining water quality and quantity, and climate change.

This course offers an introduction to the political, institutional, social, economic, epidemiological, and ideological forces in the field of international/global health. While considerable reference will be made to “high-income” countries, major emphasis will be placed on the health conditions of “low- and middle-income” countries – and their interaction with the development “aid” milieu. After setting the historical and political economy context, the course explores key topics and themes in global health including: international/global health agencies and activities; data on health; epidemiology and the global distribution of health and disease; the societal determinants of health and health equity; health economics and the organization of health care systems in comparative perspective; globalization, trade, work, and health; health humanitarianism in the context of crisis, health and the environment; the ingredients of healthy societies across the world; and social justice approaches to global health.

What constitutes equitable, ethical as well as socially and environmentally just processes and outcomes of development? This course explores these questions with particular emphasis on their philosophical and ideological foundations and on the challenges of negotiating global differences in cultural, political and environmental values in international development.

This course offers students an in-depth survey of the role race and racism plays in Development of Thought and Practice across the globe. Students will learn the multiple ways colonial imaginaries and classificatory schemes continue to shape International Development and Development Studies. A variety of conceptual frameworks for examining race, racism and racialization will also be introduced.

Examines in-depth the roles of information and communication technology (ICT) in knowledge production and their impact on development. Do new forms of social media make communication more effective, equitable, or productive in the globalized world? How has network media changed governance, advocacy, and information flow and knowledge exchange and what do these mean for development?

This course will focus on the importance of historical, socio-economic, and political context in understanding the varying development experiences of different parts of the Global South. In addition to an introductory and concluding lecture, the course will be organized around two-week modules unpacking the development experience in four different regions of the Global South – Latin America/Caribbean, Africa, the Middle East, and South/South East Asia.

Examines research design and methods appropriate to development fieldwork. Provides `hands on' advice (practical, personal and ethical) to those preparing to enter "the field"; or pursuing development work as a career. Students will prepare a research proposal as their main course assignment.

The role science plays in informing environmental policy is sometimes unclear. Students in this interdisciplinary class will examine key elements associated with generating scientific environmental knowledge, and learn how this understanding can be used to inform and critique environmental policy. Discussions of contemporary domestic and international examples are used to highlight concepts and applications.

Studies the phases of the project management cycle with emphasis on situational analysis and identification of needs, project implementation, project monitoring and evaluation. Examines basic organizational development, the role of Canadian non-governmental organizations engaged in the delivery of development assistance as well as with CIDA's policies and practices.

This Directed Readings course is designed for students who already have an ongoing working relationship with a Canadian Development institution (both non-government organizations and private agencies). The course will run parallel to the work experience. Students interested in this course must contact and obtain permission from the CCDS Associate Director prior to the beginning of term.

A case study approach building on Project Management I. Examines: the art of effective communication and negotiation, visioning, participatory and rapid rural appraisal; survey design and implementation; advanced financial management and budgeting; basic bookkeeping and spreadsheet design; results based management; environmental impact assessments; cross-cultural effectiveness; and gender and development.

Critical perspectives on the effects of traditional and 'new' media on development policy and practice. The course examines the increasingly significant role the media plays in the development process, the ways in which media-generated images of development and developing countries affect development policy and the potential of 'new' media for those who are marginalized from the development process.

Contents to be determined by instructor.

Key global and international health issues are explored in-depth in three learning phases. We begin with a reading and discussion seminar on international/global health policy and politics. (Exact topic changes each year based on student interest and developments in the field). Next, students develop group projects designed to raise awareness around particular global and international health problems, culminating in UTSC International Health Week in the Meeting Place. The third phase --which unfolds throughout the course-- involves individual research projects and class presentations.

Considers the role of micro- and small/medium enterprise in the development process, as compared to the larger firms. Identifies the role of smaller enterprises in employment creation and a more equitable distribution of income. Examines policies which can contribute to these outcomes, including micro-credit. This course can be counted for credit in ECM Programs.

The state has proven to be one of the key factors paving the way for some countries in the Global South to escape conditions of underdevelopment and launch successful development programs over time. But, why have effective states emerged in some countries in the Global South and not in others? This course seeks to answer this question by investigating processes of "state formation" using a comparative historical approach.

The course will begin by introducing students to theories of state formation. These theories will raise important questions about state formation processes that include: What is a modern, "rational-legal" state in theory? What do states look like in practice? What is state capacity and what are its components? What is the infrastructural power of the state and how does it differ from the despotic power of a state? How do state efforts to extend infrastructural power ignite political battles for social control at both elite and popular sector levels of society? Finally, how do processes of state formation unfold over time? The course, then, dives into comparative examinations of state formation using examples from across the Global South – from Central and South America to Africa, the Middle East, South Asia, and East Asia.

Examines how institutions and power relations shape the production and distribution of food, particularly in the global South. The course evaluates competing theories of hunger and malnutrition. It also explores the historical evolution of contemporary food provisioning and evaluates the viability and development potential of alternative food practices.

The topics presented in this course will represent a range of issues in international development studies. Topics will vary by instructor and term.

The rise of populism has been widespread and often linked to processes of economic globalization. This course explores the historical and more recent economic and social factors shaping populist movements and leaderships in the Global South.