Health Equity and Human Rights
Run by School of Medical and Health Sciences
10.000 Credits or 5.000 ECTS Credits
Organiser: Dr Nathan Bray
Overall aims and purpose
This module focuses on the theoretical and empirical foundations of health equity and human rights within the context of preventative health. This module aims to identify and analyse theories of equality, equity, social justice, and human rights. The conceptual, theoretical and philosophical frameworks that underpin policy and practices in preventative health will be examined. Students will develop a critical understanding of human rights systems, and rights-based approaches to health and development. This will enable students to critically evaluate models and approaches of social inclusion, community participation, and community mobilisation. Critical skills on how to stimulate sustainable and positive social change will be developed.
Workshops will introduce you to the main theoretical concepts in health equity and human rights and provide you with an opportunity to explore these topics by considering real-world case studies.
A lecture series will also provide an understanding of human rights and the skills needed to foster health equity. These lectures will also give specific guidance on how apply these skills in a health setting. Each lecture will be accompanied by a reading list accessible through the University library.
Assessments will enable you to evidence your knowledge in an essay and demonstrate your applied understanding in a report on an intervention that you have implemented to promote health equity in your workplace.
A* to A- • Insightful awareness into the social, economic, and cultural complexities of health equity • Comprehensive knowledge of concepts relating to health equity and human rights • Detailed understanding with no factual errors • Critical analysis showing evaluation and synthesis of ideas • Originality in approach, interpretation, and/or voice • Extensive independent research • Logically defended arguments with evidence for all claims • Highly focused and well structured • Excellent presentation with accurate and appropriate expression • Correct format in appropriate referencing style
B+ to B- • Some insight into the social, economic, and cultural complexities of health equity • Strong knowledge of concepts relating to health equity and human rights • Clear understanding and mostly free of factual errors • Some analysis showing critical evaluation and links between ideas • Some originality in approach, interpretation, and/or voice • Some independent research • Coherent arguments with evidence for most claims • Focused and well structured • Good presentation with accurate and appropriate expression • Mostly correct format in appropriate referencing style
C+ to C- • Limited insight into the social, economic, and cultural complexities of health equity • Some knowledge of concepts relating to health equity and human rights • Understanding of the main concepts, but with factual errors in non-core concepts • Limited analysis showing only obvious points of evaluation and links between ideas • Highly limited originality in approach, interpretation, and/or voice • Highly limited evidence of independent research • Arguments presented but lack coherence with evidence for only some claims • Focused but with some irrelevant material and weaknesses in structure • Acceptable presentation with appropriate expression • Attempt at correct format in appropriate referencing style
Critically understand concepts of equity and evaluate inclusive approaches to promote health with respect for human rights.
Appreciate how social, economic, and health factors may discriminate against groups with protected characteristics, and critically evaluate interventions to mitigate such discrimination.
Understand and critically engage with debates on the principles, practices, policies, and legislation for equity in the health and wellbeing of future generations.
Design and implement inclusive, equitable, and sustainable approaches for promoting health and wellbeing.
Teaching and Learning Strategy
Two 5hr workshops (Introduction and Advanced)
10hrs of pre-recorded lectures available for on-demand access
80hrs of independent study to complete associated readings and produce assessment
- Literacy - Proficiency in reading and writing through a variety of media
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Critical insight into the role of collaborative system leadership and systems agenda
- Applied understanding of how to use system leadership and systems agenda to effect transformational change in attitudes to health
- Critical and applied understanding of theories of health equity
- Critical and applied understanding of theories of human rights in health
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/ila-4007.html
Bennett, P. (2010). Risk communication and public health. 2nd ed. Oxford UP. Cross, R., Warwick-Booth, L., Rowlands, S., Woodall, J., O'Neil, I. & Foster, S. (2021). Health promotion: Global principles and practice. CABI. Haring, K., Ganten, M., Haring, R., Kickbusch, I, Ganten, D., & Moeti, M. Handbook of global health. Springer. Holland, S. (2015). Public health ethics (2nd ed).Polity Press. Laverack, G. (2019). Public health : Power, empowerment and professional practice (Fourth ed.). Red Globe Press Shaw, M. (2007). The handbook of inequality and socioeconomic position. Policy.