Health and Human Rights:an example of

interdisciplinary learning and teaching

Mary Renfrew, Jerome Wright, Lucy Harding

Rafaela Stalback, Anna Tomasi, Jocelyn Ulvecus

Health and human rights

Background and introduction to the issue

The challenge

The modules

Our experiences – staff, students

Health and human rights

Background and introduction to the issue

The challenge

The modules

Our experiences – staff, students

Health and human rights

Newly emerging field Important, large scale challenges Interdisciplinary – cannot address challenges from

one perspective Theoretical perspectives developing – needs

dialogue and debate

Opportunity Research programme in maternal and infant

health, addressing inequalities Newly established Centre for Applied Human

Rights Support from VC Initiative Fund

What can human rights bring to health?

What can health bring to human rights?

Defining a ‘Right to health’

“The right to health does not mean the right to be healthy, nor does it mean that poor governments must put in place expensive health services for which they have no resources. But it does require governments and public authorities to put in place policies and action plans which will lead to available and accessible health care for all in the shortest possible time. To ensure that this happens is the challenge facing both the human rights community and public health professionals.”

Mary Robinson

United Nations High Commissioner for Human Rights

Understanding health and human rights

Understanding the reciprocal relationship between health and human rights is increasingly important to policy-makers, health care professionals, public health practitioners and human rights defenders

It presents us with opportunities and challenges, and can be a powerful tool for tackling complex and difficult health issues

But it is a new and challenging field, and debate is needed to develop thinking, and evidence is needed to demonstrate impact

Health and human rights

Background and introduction to the issue

The challenge

The modules

Our experiences – staff, students

Challenges

New development - not mainstream in either discipline

Difficult, sensitive issues mental health, maternal mortality, sexual and

reproductive health, discrimination, resource allocation

Students from very diverse backgrounds rights students from law, social science health students; health professionals, analysts

Challenges

Speaking across disciplines knowledge, language, paradigms

Presenting core of disciplines without being simplistic, appearing static

Balance of theory and applied scenarios

Balance between guest lecturers and continuity

Health and human rights

Background and introduction to the issue

The challenge

The modules

Our experiences – staff, students

Two modules

Two modules, jointly taught, enabling multidisciplinary debate and discussion between health students and human rights students

The module for Health Sciences students is 10 credits, the module for MA in Human Rights and LLM students is 20 credits: differences in expected reading and level of assessments

Both are administered by Health Sciences, but they must meet requirements for Law School/CAHR

Course structure

 General introduction to theory and perspectives on H&HR; thereafter each session focuses on a different topic in family and community health in developing and developed countries

The modules incorporate case-based learning and group discussion to acquire insights and develop an understanding of the processes by which human rights can influence and improve health

L&T challenges and methods

Prep for/with guest lecturers

Reading lists appropriate for each group of students (with enough overlap)

Mix of Didactic presentations by lecturers Scenario-based discussion Student-directed discussion Student presentations – mix of disciplines

Assessment strategy

One piece of work is required 2500 words: Health Sciences students 5000 words: Human Rights, LLM students

Critical analysis and opinion of the application of a human rights framework or rights-based approach to a particular health topic or issue of the student’s choice

Health and human rights

Background and introduction to the issue

The challenge

The modules

Our experiences – staff, students

Staff experiences

1. Re-examining own discipline

2. Premising exploration

Staff experiences Interdisciplinary Teaching

Interdisciplinary teaching

1. Does teaching students from two different disciplines enhance or impede individual learning?

2. How might the lecturer most effectively enhance learning?

What can human rights bring to health?

What can health bring to human rights?

Analysis Strategies and framework for action

Empowerment Meaningful participation Non discrimination - focus on

disempowered groups Accountability

Rights-based approaches to health

Analysis – health problems underlying rights limitations

Strategies and framework for action Evidence base Health as marker of rights – eg maternal

mortality Health improvement programmes as

part of development and rights programmes

Non discrimination - focus on disempowered groups

Health-based approaches to human rights

Indivisibility of rights

Interdependence of rights

• Right to food• Right to housing• Right to water• Right to education• Right to participation• Right to life• Right to equality • Right to non-discrimination• Right to the enjoyment of the benefits of

scientific progress and its applications

• Prohibition against torture• Right to privacy• Access to information• Freedom of association• Freedom of assembly • Freedom of movement

General Comment 14 - Committee on Economic, Social & Cultural Rights

HRBAs in the NHS

1. Putting human rights principles and standards at the heart of policy & planning

2. Empowering staff and patients with knowledge, skills and leadership to achieve HRBAs

3. Enabling meaningful involvement and participation of all key stakeholders

4. Ensuring clear accountability

throughout the organisation

5. Non-discrimination and attention

to vulnerable groups

Health

Serious challenge to improve health and care when problems at scale – eg infectious diseases, maternal and infant health

Important to do the right thing (evidence-based practice and policy)

Important to address the needs of all – eg to tackle inequalities, avoid discrimination

Human Rights

‘Human Rights and dignity are self-evident, the highest aspiration of the common people, and the foundation of freedom, justice and peace’.

Preamble to the Universal Declaration on Human Rights

Health problems – common themes

Underlying causes Poverty Inequalities Lack of education Disempowerment Low priority

Limitations of public health approaches alone – and limitations of rights approaches alone

Complex cross-sectoral strategies needed eg public health, development, law, policy…

Module aims

To introduce students to the application of a human-rights framework in the field of public health

To gain insight into the structures and processes by which human rights can influence public health objectives

Throughout the course students will examine a range of public health issues using a rights-based approach, and analyse to what extent a rights-based approach is complementary, detrimental or relevant to policy and practice