In this seven sessions seminar, we will focus on how to conduct ethnographic fieldwork and how to create and circulate ethnographic narratives during health emergencies and disasters. For the purpose of the course, we will consider narratives in a broad sense, encompassing texts, videos, stills (such as photographs, digitally generated art, paintings), to reflect on the meanings and the possibilities offered through “bearing witness” in contexts of health emergencies and disasters – and the ethical stances such work calls for both in the fieldwork and beyond it. In our seven-week exercise, we will put women and women’s perspectives and needs in the center of our analysis. To facilitate the conversation, the bibliography will prioritize the instructor's academic and visual production. · The English language is not the first language for all of us, I suppose (and Professor Diniz is still learning basic Japanese), so empathy and a good sense of humor are recommended to create a safe space for all the participants. Students are welcomed to suggest class dynamics that better fit to the group. About the instructor Debora Diniz is a Brazilian anthropologist, professor at the University of Brasilia (Brazil). She is also a visiting scholar at the Law Faculty, University of Toronto (Canada). Diniz is a member of the High-Level Advisory Group for the Gender and Health Hub coordinated by the United Nations University International Institute for Global Health (UNU-IIGH), and she is a member of the WHO working group to develop intersectional gender lens to research ethics. Diniz’s 2016 book “Zika: from Brazilian backlands to global threat” was awarded the Brazilian Health Sciences Jabuti Prize and has since been translated into English and Japanese. Her ethnographic films have won more than 90 awards, and have been exhibited at festivals, prisons, universities and schools, hospitals and labs, courts, and churches in more than 35 countries. Due to her rights-based response to the effects of the Zika epidemic in Brazil, she was nominated as one of 100 Global Thinkers by Foreign Policy Magazine. In 2020, she won the prestigious Dan David prize, a lifetime achievement recognition for her contributions to gender justice and the Global Health Ethics Leadership (University of Oxford, UK). In 2024, she was granted an honorary degree by the Social Sciences Department of the University of Ottawa. She was a visiting scholar in universities in Canada, France, Germany, Japan and USA; and served in several international boards, currently serving at the Witness board. · To know more about how Diniz explores her intersecting work between anthropology and women’s rights and health emergencies, read: Bähre, Erik; Diniz, Debora. Women's rights and misogyny in Brazil: an interview with Debora Diniz. Anthropology Today, 36(2), 17-20. With the remote collaboration of: Arbel Griner is a Brazilian anthropologist, currently associate research scholar at the Center for Health and Wellbeing, Princeton University. Griner is a member of the Brazilian research team working on the aftermath of the Zika epidemic and Covid-19 pandemic in Brazil.

In this seven sessions seminar, we will focus on how to conduct ethnographic fieldwork and how to create and circulate ethnographic narratives during health emergencies and disasters. For the purpose of the course, we will consider narratives in a broad sense, encompassing texts, videos, stills (such as photographs, digitally generated art, paintings), to reflect on the meanings and the possibilities offered through “bearing witness” in contexts of health emergencies and disasters – and the ethical stances such work calls for both in the fieldwork and beyond it. In our seven-week exercise, we will put women and women’s perspectives and needs in the center of our analysis. To facilitate the conversation, the bibliography will prioritize the instructor's academic and visual production. · The English language is not the first language for all of us, I suppose (and Professor Diniz is still learning basic Japanese), so empathy and a good sense of humor are recommended to create a safe space for all the participants. Students are welcomed to suggest class dynamics that better fit to the group. About the instructor Debora Diniz is a Brazilian anthropologist, professor at the University of Brasilia (Brazil). She is also a visiting scholar at the Law Faculty, University of Toronto (Canada). Diniz is a member of the High-Level Advisory Group for the Gender and Health Hub coordinated by the United Nations University International Institute for Global Health (UNU-IIGH), and she is a member of the WHO working group to develop intersectional gender lens to research ethics. Diniz’s 2016 book “Zika: from Brazilian backlands to global threat” was awarded the Brazilian Health Sciences Jabuti Prize and has since been translated into English and Japanese. Her ethnographic films have won more than 90 awards, and have been exhibited at festivals, prisons, universities and schools, hospitals and labs, courts, and churches in more than 35 countries. Due to her rights-based response to the effects of the Zika epidemic in Brazil, she was nominated as one of 100 Global Thinkers by Foreign Policy Magazine. In 2020, she won the prestigious Dan David prize, a lifetime achievement recognition for her contributions to gender justice and the Global Health Ethics Leadership (University of Oxford, UK). In 2024, she was granted an honorary degree by the Social Sciences Department of the University of Ottawa. She was a visiting scholar in universities in Canada, France, Germany, Japan and USA; and served in several international boards, currently serving at the Witness board. · To know more about how Diniz explores her intersecting work between anthropology and women’s rights and health emergencies, read: Bähre, Erik; Diniz, Debora. Women's rights and misogyny in Brazil: an interview with Debora Diniz. Anthropology Today, 36(2), 17-20. With the remote collaboration of: Arbel Griner is a Brazilian anthropologist, currently associate research scholar at the Center for Health and Wellbeing, Princeton University. Griner is a member of the Brazilian research team working on the aftermath of the Zika epidemic and Covid-19 pandemic in Brazil.

This course explores the role of law and governance in the Anthropocene understood as an unprecedented socio-ecological configuration. Through interactive lectures, classroom discussions based upon pre-assigned readings, as well as case- or problem-based mini projects focusing on how to unmake and remake International Environmental Law in specific contexts, students not only critically assess the effectiveness of regulatory interventions used thus far to mediate the human-environment interface; they also examine the potential of counter-narratives and alternative institutional practices by drawing on most recent critical approaches as well as sociocultural traditions that have been marginalised within international environmental law.

This course explores the role of law and governance in the Anthropocene understood as an unprecedented socio-ecological configuration. Through interactive lectures, classroom discussions based upon pre-assigned readings, as well as case- or problem-based mini projects focusing on how to unmake and remake International Environmental Law in specific contexts, students not only critically assess the effectiveness of regulatory interventions used thus far to mediate the human-environment interface; they also examine the potential of counter-narratives and alternative institutional practices by drawing on most recent critical approaches as well as sociocultural traditions that have been marginalised within international environmental law.

This course introduces qualitative research methods and provides hands on opportunities to experience research practice, focusing on five major qualitative research approaches (narrative approach, phenomenology, grounded theory, ethnography, case study). It involves thorough discussions of qualitative research methodology including its nature, design, data collection procedures, and conceptualization. The course further familiarizes students with and guides them through the process of conducting their own pilot study related to each student s discipline and interests. At the end of this course, students will be able to: 1. define what qualitative research and data are 2. design effective qualitative research in relation to their research questions 3. collect and organize qualitative data under ethical consent practices 4. analyze qualitative data and ensure its validity 5. report their conceptualization of qualitative data as research findings

This course introduces qualitative research methods and provides hands on opportunities to experience research practice, focusing on five major qualitative research approaches (narrative approach, phenomenology, grounded theory, ethnography, case study). It involves thorough discussions of qualitative research methodology including its nature, design, data collection procedures, and conceptualization. The course further familiarizes students with and guides them through the process of conducting their own pilot study related to each student s discipline and interests. At the end of this course, students will be able to: 1. define what qualitative research and data are 2. design effective qualitative research in relation to their research questions 3. collect and organize qualitative data under ethical consent practices 4. analyze qualitative data and ensure its validity 5. report their conceptualization of qualitative data as research findings

Students are welcome to this class where we will learn about and discuss issues surrounding global society and language. Sociolinguistics analyzes the many and diverse ways in which language and society entwine. It studies how language affects, and is affected by, issues such as identity, gender, ethnicity, education, class, sexuality, power, and culture. These are all areas in which students and instructors will have had experiences and this course aims for us to be able to share these experiences, as well as our thoughts and opinions on these topics. A multiplicity of languages and the socio cultural and socio historical backgrounds behind those language users will influence policy making as we try to achieve the goals set out by the 17 SDGs. Therefore, it is vital for us to have a good understanding of the role of language in society and how an understanding of it can aid us in achieving our global development objectives. An example of this is language diversity, particularly in an age of vulnerable populations across the globe. Understanding the linguistic diversity of these populations can help us make decisions in a linguistically plural manner that is inclusive. By the conclusion of this course, it is hoped that you will have obtained knowledge of sociolinguistics and the role language plays in sectors relevant to global society through readings and class discussions. You will have ample opportunity to share your thoughts and opinions on these issues as we gain a collective understanding of how language will enable us to work towards the SDGs and navigate obstacles along the way.

Students are welcome to this class where we will learn about and discuss issues surrounding global society and language. Sociolinguistics analyzes the many and diverse ways in which language and society entwine. It studies how language affects, and is affected by, issues such as identity, gender, ethnicity, education, class, sexuality, power, and culture. These are all areas in which students and instructors will have had experiences and this course aims for us to be able to share these experiences, as well as our thoughts and opinions on these topics. A multiplicity of languages and the socio cultural and socio historical backgrounds behind those language users will influence policy making as we try to achieve the goals set out by the 17 SDGs. Therefore, it is vital for us to have a good understanding of the role of language in society and how an understanding of it can aid us in achieving our global development objectives. An example of this is language diversity, particularly in an age of vulnerable populations across the globe. Understanding the linguistic diversity of these populations can help us make decisions in a linguistically plural manner that is inclusive. By the conclusion of this course, it is hoped that you will have obtained knowledge of sociolinguistics and the role language plays in sectors relevant to global society through readings and class discussions. You will have ample opportunity to share your thoughts and opinions on these issues as we gain a collective understanding of how language will enable us to work towards the SDGs and navigate obstacles along the way.

The course will address the individuality of language in relation to translation and the modern world. It is designed to further explore problems concerning translation and the international world. We will survey theories and practices of translation with a special emphasis on (a) the modern international world and Eurocentricity; (b) the international co-figuration of national/ethnic languages; (c) national territory and population in the formation of the sovereign state; (d) the co-figurative schematism in the modern regime of translation. Throughout this course, translation is not defined narrowly as a transfer of a message from one national or ethnic language into another. Translation is primarily understood to designate a practice within which to create continuity at the point of discontinuity in the social; it is an act by which to generate a sense out of a social encounter that does not make sense precisely because it is given as something incommensurate in the first place. In this respect, translation occurs at the singular point of nonsense. When translation is understood in the modern regime of translation (conventional apprehension of translation in the modern world) the representation of translation establishes a division of two spheres (which are usually equated to two national languages, the original language and the target language) and thereby marks the limit of what can be expressed in one medium. Broadly understood, however, translation can take place not only between two national languages but also at a variety of boundaries within a single society. The course will investigate different economies of translation by which different social and cultural identities are constructed and/or transformed; it will emphasize the disappearance of multi-lingualism in the modern nation-state and the mutation of translation economies which has given rise to new ways of imagining the organicist unity of a new community called “a nation.”

The course will address the individuality of language in relation to translation and the modern world. It is designed to further explore problems concerning translation and the international world. We will survey theories and practices of translation with a special emphasis on (a) the modern international world and Eurocentricity; (b) the international co-figuration of national/ethnic languages; (c) national territory and population in the formation of the sovereign state; (d) the co-figurative schematism in the modern regime of translation. Throughout this course, translation is not defined narrowly as a transfer of a message from one national or ethnic language into another. Translation is primarily understood to designate a practice within which to create continuity at the point of discontinuity in the social; it is an act by which to generate a sense out of a social encounter that does not make sense precisely because it is given as something incommensurate in the first place. In this respect, translation occurs at the singular point of nonsense. When translation is understood in the modern regime of translation (conventional apprehension of translation in the modern world) the representation of translation establishes a division of two spheres (which are usually equated to two national languages, the original language and the target language) and thereby marks the limit of what can be expressed in one medium. Broadly understood, however, translation can take place not only between two national languages but also at a variety of boundaries within a single society. The course will investigate different economies of translation by which different social and cultural identities are constructed and/or transformed; it will emphasize the disappearance of multi-lingualism in the modern nation-state and the mutation of translation economies which has given rise to new ways of imagining the organicist unity of a new community called “a nation.”