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首页> 外文学位 >Producing 'science/fictions' about the rural and urban poor: Community-based learning at a medical college in South India.
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Producing 'science/fictions' about the rural and urban poor: Community-based learning at a medical college in South India.

机译：产生有关城乡贫困人口的“科幻小说”：在印度南部的一所医学院进行的基于社区的学习。

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摘要

This dissertation is an ethnographic case study of a community-based teaching program (CBTP) in public health at a medical college in South India that explored how the CBTP produced particular ways of seeing and understanding rural and urban poor communities. Drawing from critical, feminist, and postcolonial scholars, I suggest that the knowledge produced in the CBTP can be understood as "science/fictions", that is, as cultural texts shaped by transnational development discourses as well as medical teachers' and students' sociospatial imaginations of the rural and urban poor. I explored how these science/fictions mediated medical students' performative actions and interactions with a rural and an urban poor community in the context of the CBTP. At the same time, I also examined how knowledge produced in students' encounters with these communities disrupted their naturalized understandings about these communities, and how it was taken up to renarrativize science/fictions anew.;Data collection and analyses procedures were informed by critical ethnographic and critical discourse analysis approaches. Data sources includes field notes constructed from observations of the CBTP, interviews with medical teachers and students, and curricular texts including the standardized national textbook of public health.;The findings of this study illustrate how the CBTP staged the government and technology as central actors in the production of healthy bodies, communities, and environments, and implicitly positioned medical teachers and students as productive citizens of a modern nation while rural and urban poor communities were characterized sometimes as empowered, and at other times as not-yet-modern and in need of reform. However, the community also constituted an alternate pedagogical site of engagement in that students' encounters with community members disrupted students' assumptions about these communities to an extent. Nevertheless, institutionalized practices of assessment, and epistemological and ontological understandings of the nature of science tended to privilege the standardized curriculum and popular cultural stereotypes as scientific knowledge thereby excluding the place-based narratives of local communities, medical students, and teachers. This study, therefore, argues that interactions with local communities in community-based education and development programs cannot democratize knowledge production in medical education without a simultaneous engagement with post-foundational epistemologies in the social sciences and humanities.
机译：本文是在印度南部印度一所医学院的公共卫生社区教学计划（CBTP）的人种学案例研究，该计划探讨了CBTP如何产生观察和理解农村和城市贫困社区的特殊方式。我建议从批判，女权主义和后殖民主义学者那里汲取教训，我认为在CBTP中产生的知识可以理解为“科幻/小说”，即由跨国发展话语以及医学教师和学生的社会空间形成的文化文本。城乡穷人的想像力。我探讨了这些科幻小说如何在CBTP的背景下介导医学生的表演行为以及与农村和城市贫困社区的互动。同时，我还研究了学生在与这些社区的相遇中所产生的知识如何破坏他们对这些社区的自然理解，以及如何将其重新用于重新激发科幻小说的价值。和批判性话语分析方法。数据来源包括从对CBTP的观察，对医学老师和学生的访谈以及课程文本（包括标准化的国家公共卫生教科书）构建的现场笔记;本研究的结果说明了CBTP如何在政府和技术领域扮演了中央角色健康的身体，社区和环境的生产，并隐性地将医学教师和学生定位为现代国家的生产公民，而农村和城市贫困社区有时被赋予权力，而在其他时候则被归为尚未现代且需要改革。但是，社区还构成了一个替代性的教学网站，因为学生与社区成员的相遇在一定程度上破坏了学生对这些社区的假设。然而，评估的制度化实践以及对科学本质的认识论和本体论理解倾向于将标准化的课程和流行的文化成见作为科学知识，从而排除了当地社区，医学生和教师的地名叙事。因此，这项研究认为，如果不与社会科学和人文学科的基础后认识论同时参与，在基于社区的教育和发展计划中与当地社区的互动就无法使医学教育中的知识生产民主化。

著录项

  • 作者

    Arur, Aditi Ashok.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Education Sciences.;Anthropology Cultural.;Health Sciences Public Health Education.;South Asian Studies.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 317 p.
  • 总页数 317
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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