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In today’s class on Applied Qualitative Research Methods in Global Health, we have moved to learning critical approaches such as feminist, queer, anticolonial, postcolonial, and decolonial theories.
The students made pretty good presentations about the readings, although they also had found them ‘one of the most difficult articles’ they’ve ever read (and, they had just read Foucault and ANT before).
One of the questions that was posed to them for discussion—taking away unexpectedly great deal of time—is: Whether decolonising global health is possible? The students were enthusiastic, but everyone’s answer was negative.
Some of them experienced the #ColonialWound, as you might say, some ‘just realised’ the unsexy relationship between modernity and coloniality, some suspected that such a debate is only ‘another game for the moment’, and some became cautious about what they have been learning about #GlobalHealth.
I planned to say more, but we ran out of time. This course was, reading it by its title, supposed to teach the students ‘methods’, but it has been designed to introduce to them the ‘theories’ and stories behind choosing methods.
They seem to love it, despite the usefulness and applicability of these themes in their own theses. After all, I just hope them to become aware of the importance and messiness in developing a theoretical framework.
Falling in love with teaching seems to be a dangerous move, as kindly reminded by some.
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