ANTH 375 A: Comparative Systems of Healing

COMPARATIVE SYSTEMS OF HEALING (ANTH 375)

Summer  2025

(June 23-July 23)

Online Asynchronous course (DL)

Land Acknowledgment

The University of Washington acknowledges the Coast Salish peoples of this land, the land which touches the shared waters of all tribes and bands within the Suquamish, Tulalip and Muckleshoot Peoples and Nations.

In this class we will intentionally reflect on the colonial legacies and the impact of coloniality in the configuration of past and contemporary indigenous and non-indigenous epistemologies and healing practices as a way to move toward repairing and building relations with lands, waters, Peoples, and other more-than-human kin.

Healing Rattle Series by artist Angela Marston (Statu Stsuhwum) (2010)

Instructor

Dr. Paula Saravia

Email: psaravia@uw.edu

 Office Hours

• Office Hours:
  • Wednesdays 10-11am and by appointment

https://washington.zoom.us/j/95593991230

Course Description

This distant learning asynchronous course will introduce some aspects of the field of medical anthropology, paying particular attention to the diversity of ways humans view and experience the body, conceptualize health and sickness, and engage in plural healing practices.

Along with reviewing theoretical approaches to medical pluralism, we will explore a range of healing systems and will learn how to compare differences as well as consider points of contact and connection between these systems.

In doing so, we will delve into issues that include the different beliefs and practices that surround healing and curing, the work of culture in therapeutic processes, the complex role of the state in governing the health of the people, the differences within the biomedical healing system and how this shapes health, healing, and the fulfillment of basic needs.

Through readings, films, class canvas discussions, and guest lecturers, together we will examine embodied experiences of health, affliction, wellbeing, and health care in a variety of historical, socio-cultural, and political economic contexts. 

Course Learning Outcomes

By the end of the course, students will be able to:

1. 1. Engage in critical thinking regarding the colonial foundations of healing systems.
   2. Distinguish systems of healing and identify the great medical traditions.
   3. Articulate how healing systems are diverse systems of collective meaning-making.
   4. Develop a research project about the healing systems used by their families and communities.
   5. Examine the power dynamic between healing systems and the role of biomedical hegemony.

Everyone is Welcome in this Class!

I hope that in this course, we will develop a supportive learning community that will foster rich discussions through the sharing of personal ideas, experiences, and relationships to course material. Honesty, listening for understanding, a willingness to share your thoughts, and respect for yourself and others are basic guidelines that can help create a positive learning environment.

Your participation and feedback are essential to the success of the course, and I welcome your thoughts throughout the quarter on how we might improve class processes that will encourage effective communication and dialogue. 

Please join me in creating a class that upholds these values to further enhance our learning as a community.

For more information, please visit: https://www.washington.edu/diversity/current-students/

Course Materials and Tools

This course relies on reading articles and book chapters for all class modules. You are expected to study each assigned chapter or article and complete the required reading guidelines and demonstrate your learning by completing an assignment.

Digital copies of the books will be available on CANVAS, at the university library, and at the Bookstore.

If you are interested in buying the books, I suggest finding used copies online (e.g.,https://bookshop.org/). 

All other readings will be available online or as a physical copy at the university.

Course structure

This course is divided into five (5) self-paced modules designed to help you learn at your own speed. Each module includes short, engaging videos, interactive activities (like discussion boards on Canvas and collaborative social annotations), and chances to show what you’ve learned through writing exercises and quizzes.

You’ll also have access to a community forum where you can ask questions, share helpful resources, and connect with your classmates.

As part of the course, you’ll complete an individual research assignment based on a literature review and what you’ve learned in the modules. You’ll work on your draft throughout the course, get feedback from your peers and instructor, and submit your final version by the end.

CANVAS

Our canvas site is organized around five (5) modules that include links to course content, video, films, and assignments that follow our course schedule.

Canvas message and discussion boards are the preferred mean of communication in this class.

Hypothesis

We will use this tool to complete annotations to readings, videos, and other materials. Hypothesis is a collaborative annotation tool integrated with Canvas that supports shared annotations within a course, discussion in response to annotations, and active reading of text. Students can then annotate course readings collaboratively, sharing comments, and replying to each other's comments with text, links, images, and video.

Learn more about hypothesis here.

Expectations

Course Assessment

Assessment is based on process evaluation of learning outcomes.

Participation

• Timely engagement in course work,
• discussions asocial annotations 

Reading Assignments: Hypothesis annotations

Students will complete one reading assignment per module. We will use Hypothesis annotations as a tool for discussion. 

Writing Exercises

• Students will answer a question posted and write a two pages paper by the end of each module. This is a self-paced course, but these deadlines will help you manage time and plan ahead.
  • Module one – upload by Sunday June 29^th at 11:59pm
  • Module two – upload by Sunday July 6^th at 11:59pm
  • Module three – upload by Sunday July 13^th at 11:59pm
  • Module four – upload by Sunday July 20^th at 11:59pm
  • Module five – upload by Wednesday July 23^rd at 11:59pm

Activities

• Modules 2-5 include a hands-on activity that gives you a chance to apply what you’ve learned in a practical and meaningful way. These activities are designed to help you connect course concepts to real-world scenarios, deepen your understanding, and build skills you can use beyond the classroom.
  • Module two – Decolonizing the Clinic: Role-Play & Reflection (upload by Sunday July 6^th at 11:59pm)
  • Module three – Field Map (upload by Sunday July 13^th at 11:59pm)
  • Module four – Opaque God: Symbolic Mapping of a Healing Journey (upload by Sunday July 20^th at 11:59pm)
  • Module five – Choose one of these two options (upload by Wednesday July 23^rd at 11:59pm)

• • • option 1 Visiting a Cat Café – Observing More-than-Human Healing.
    • option 2: AI in Healthcare – Mapping Human-Machine Collaboration

Assessment of Student work

Format of writing submissions

Unless specified, the deadline for submissions is Sundays at 11:59 pm.

 All course writing should follow this format:

• All papers will be submitted to CANVAS/Turnitin, so use doc or .docx or .pdf only.
• Always use Aptos size 10 or Times New Roman size 12 font, double space, 1" margin.
• All papers should include in-text citations and a reference list (this won't count toward the page limit).
• Citations: preferred course formatting is Chicago (author, date). You cannot use another citation format. The format applies to the whole essay, not just to the reference list.

Before uploading your document to CANVAS, name your file as follows: 

ANTH 375 + SU25 + name of assignment + your last name

Always check that the file you are uploading is the correct one. I won't grade any submission if I cannot open the file. Files showing error characters will not be considered for grading, resulting in a zero (0).

Also, if you submit a file intended for a different class, you will be graded with a zero (0).

Strategies for success

We will learn by reading and writing a lot in this class, and the course work estimate is 15 hours per week. Here are some suggestions on how to approach our course work:

Organize your workflow and avoid multitasking. 

Reading:

When reading, remove possible distractions and focus on the article or chapter. Estimated reading rate for the purpose of engagement is 10 pages per hour.

Read for understanding and remember that familiarity (skimming) is not understanding. 

Writing:

Consider that writing 250 words of reflection or narrative, with extensive drafting, will take you around one and a half (1.5) hours per page.

Writing involves interlocking tasks that include the following:

• Reading
• understanding
• reflecting
• getting ideas
  • making connections
  • distinguishing terms
  • finding the right words
  • structuring o organizing
  • editing o correcting
• rewriting

COURSE GUIDELINES AND POLICIES

Course Pacing and Deadlines

This is a self-paced course, designed to offer flexibility while supporting steady progress throughout the quarter. To help everyone stay on track and ensure timely feedback, certain assignments will have suggested deadlines.

Please note the following policies:

• Timely Submission: Meeting deadlines allows us to provide meaningful feedback and gives you time to revise and improve your work.
• Late Work Policy: Points may be deducted for late submissions.
• Final Deadline: All coursework must be submitted by the last week of instruction. No assignments will be accepted after Wednesday, July 23, 2025.

We encourage you to plan ahead and reach out early if you encounter challenges meeting a deadline.  

Learning Together and What To Do If You Fall Behind

Often learners perceive deadlines with trepidation, as if they're meant to trip learners up. But, in reality, deadlines ensure that we’re all thinking and sharing about particular concepts in the same time frame. This is especially important in assignments and discussions where sharing is crucial to the learning of others. In these contexts, your participation provides others the opportunity to learn from your experience and benefit from your insights on topics. Deadlines also help our instructional team focus and provide you with timely feedback. If you can, try to meet the deadlines in this course as much as possible.

Having said that, we know that life happens. We've all experienced instances where we and our learners have fallen behind. If you fall behind, here are some strategies to help you re-engage:

Reach out to me and let me know what's going on – please don't just disappear. If you prefer not to share all the details of your situation, that's OK. Our sole purpose in offering this course is to help you learn. Let us work together to find a path forward.

Read through recent course communications and Community Forum posts. This will help bring you up to speed on critical issues related to the course.

Try to block off 30-40 minutes a day to focus exclusively on the course. If you can do more, great! But being intentional about setting aside time is a good first step.

Connect with someone you know and/or admire in class. Peers can often share strategies for success or chat with you about difficult course concepts.

Complete assignments – even after their deadline – in reverse order. Complete assignments even if the deadline has passed. It may take us a while to give you feedback since we may have moved on to other assignments, but we will read, grade, and give you feedback by the end of the course. Start with the most recent assignment first and work your way backwards to the beginning of the course. This will allow you to participate in course discussions taking place at that time.  

Netiquette Guidelines

All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Working as a community of learners, we can build a polite and respectful course community.

The following netiquette tips will enhance the learning experience for everyone in the course: 

• Do not dominate any discussion.
• Allow other students to join in the discussion.
• Do not use offensive language. Present ideas appropriately.
• Be cautious in using Internet language. For example, do not capitalize all letters since this suggests shouting.
• Popular emoticons such as ☺ or / can be helpful to convey your tone but do not overdo or overuse them.
• Avoid using vernacular and/or slang language. This could lead to misinterpretation.
• Never make fun of someone’s ability to read or write.
• Share tips with other students.
• Keep an “open mind” and be willing to express even your minority opinion. Minority opinions must be respected.
• Think and edit before you push the “Send” button.
• Do not hesitate to ask for feedback.
• Using humor is acceptable.

Access and Accommodations

Your experience in this class is important to me. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.

If you have not yet established services through DRS but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.

Religious Accommodations Policy

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodationspolicy/). Accommodations must be requested within the first two weeks of this course using the ReligiousAccommodations Request form (https://registrar.washington.edu/students/religious-accommodationsrequest/).

Email Policy

An email is an opportunity to be kind.

I will respond to your emails within 24 to 48 hours. Please write ANTH 375 and the specific purpose of the email in the subject line. Email is also the best way to set up an appointment with me in case you cannot make office hours.

Canvas messages are acceptable but not the most efficient way to reach me.

I will not respond to emails during the weekend.

Academic Integrity

All students and faculty are expected to abide by the University of Washington standards regarding academic honesty. Plagiarism is a serious offense; I expect all students to correctly cite the sources used for the written assignments. I prefer the APA or Chicago Manual of style of citations. For more information about the UW policy on academic honesty you can contact Community Standards & Student Conduct at 206-685-6194 or go online to: http://www.washington.edu/cssc/for- students/academicmisconduct/

The Use of AI and other machine-related learning and writing tools

While it is expected that you consult materials and be inspired by other scholars and peers, the work that you prepare for this class must be your own.

In this course, students are permitted to consult AI-based tools (such as ChatGPT) on some assignments. The instructions for each assignment will include information about whether and how you may use AI-based tools to complete the assignment. All sources, including AI tools, must be properly cited. Use of AI in ways that are inconsistent with the parameters above will be considered academic misconduct and subject to investigation.

Please note that AI results can be biased and inaccurate. It is your responsibility to ensure that the information you use from AI is accurate. Additionally, pay attention to the privacy of your data. Many AI tools will incorporate and use any content you share, so be careful not to unintentionally share copyrighted materials, original work, or personal information.

Learning how to thoughtfully and strategically use AI-based tools may help you develop your skills, refine your work, and prepare you for your future career. If you have any questions about citation or about what constitutes academic integrity in this course or at the University of Washington, please feel free to contact me to discuss your concerns.

Always be transparent about your use of AI and cite it in your sources.

Work that is a creation of AI rather than your own will result in a zero.

Our university encourages us to use the AI tool copilot because it complies with protections to our data and the information we use to interact with it.

Work that is a creation of AI rather than your own will result in a zero.

Source: Guiding students and researchers on the art of ChatGPT for research: “The Art of Chat GPT Interactions” by Dr. Leo Lo, Sage Campus.

Subject to Change Policy

The information contained in the course syllabus, other than the grade and absence policies, maybe – under certain circumstances such as a mutual agreement to enhance student learning – subject to change with reasonable advance notice, as deemed appropriate by the instructor.