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Reimagining Global Health Teaching in High Income Countries

by Alisha Bhagat, Aug 17
1 minute read

The pivot to online and remote teaching of global health through the COVID-19 pandemic presented new opportunities to educators to shift the way in which global health is taught. A more community driven approach was presented, and students in high-income countries were able to better learn from the global south.

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So what?

The content and scope of global health teaching was adapted to be able to better include issues of equity and human rights as a central theme. Instructors were able to center courses on experiences in the global South and elevate BIPOC voices and community leaders. The pandemic provided a way to rethink and reframe how global health is taught and to integrate thinking on systemic inequality such as through colonial health systems set up in the past. How can we institutionalize knowledge sharing between the global south and the global north? How can we ensure that systemic inequalities within the health system are addressed in the way we educate health workers.



by Alisha Bhagat Spotted 24 signals

Alisha Bhagat is the futures lead at Forum for the Future. Her work focuses on the creative use of futures tools to impact long term positive change, particularly around social justice and equality. Alisha brings a broad toolkit to her work and designs games, creates immersive experiences, and brings the future to life. In addition to her work at Forum, Alisha is a part-time faculty member at Parsons School of Design where she teaches the Futures Studies and Speculative Design certificate. Prior to joining Forum, Alisha was a foreign policy consultant for the US government and a fellow at the East-West Center in Honolulu. Alisha holds an MS in Foreign Service from Georgetown University and a BS in Anthropology and History from Carnegie Mellon University. She was awarded a Fulbright scholarship in 2005. When not thinking about the future, Alisha is an avid gamer and science fiction enthusiast.

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