This paper introduces new developments in health geography. It examines the contested nature of health as an aspect of social and spatial relations and identities. The paper draws on critical social theories, including feminist, Marxist, postmodernist, anti-racist, kaupapa Māori, post-colonial, native and queer theory, to explore the ways in which gender, sexuality, ethnicity, class, (dis)ability, body size/shape and so on are integral to the social and cultural ordering of, and thinking about, health and place. What unites these various theories is precisely their critical stance vis-à-vis contemporary cultural, social, economic and political relations, and their resulting commitment to changing these relations for the better.

Drawing on new developments within contemporary health geography, the paper explores socio-spatial relations through examples drawn from a range of scales. Places are analysed through various scales, starting with the body, homes, neighbourhoods and their wider geographical context, including institutions (such as schools, workplaces, gyms and caring spaces). The third scale is focused on urban and rural perspectives to analyse localities; and the fourth and last scale consider national and trans-national health geographies.

Particular attention is paid to the multiple ways in which places create and reflect social and physical well-being. These health geographies are discussed in relation to such things as the morphology of environments, the determination of personal safety, the experiences of marginalised communities, and the environmental and social aspects of spatial well-being. Discussion is encouraged, as is the formation of critical, independent ideas and opinions. Students are given the opportunity to learn independently and collaboratively in group settings via zoom, online activities and videos.

During the trimester we pay attention to a range of places including: ‘the body’, homes, institutions, communities, neighbourhoods, streetscapes, cities, rural spaces and the globe. These spaces (people and places) have health and wellbeing values that are diverse and can be contested. Contestation and resistance often erupts because certain cultural values exclude, marginalise and oppress particular social groups. These ideas are worked through in relation to various aspects of health, place and identity such as gender, sexuality, ethnicity, class, (dis)ability, and body size/shape at a range of scales from the local to the global.

Recognising the importance of such scales, this paper is organised in four modules which connect in sequence: Modules 1) and 2) 1 focus on the body and the home, including wider spaces and areas which are part of the sense of place, neighbourhood, village, locality or/city. The first two modules focus on intimate geographies that contribute to shaping people’s sense of self and place. After teaching recess, the two final modules of the paper focus on macro geographies that contribute to shaping overall environments and community health and well-being - 3) urban and rural perspectives, and 4) national and transnational geographies. An additional module is composed by student presentations at the end of the trimester.

The information you need to help you complete this paper will be delivered in two main ways. First, through a series of online presentations and activities which will alert you to the main themes, concepts and ideas associated with this particular study of health geographies. You will be able to think about these ideas individually but also explore them in groups, drawing on observations, experiences and readings. This also includes weekly, collective reflections via Moodle. Second, through a programme of directed reading and activities which is your responsibility to structure and should feed into discussions, activities, assignments and the final test. In other words, while the contact time of the course is 2 hours per week, the same amount of time will be expected that students spend studying and preparing for assignments in the scope of this paper.

The paper consists of:

• two one hour weekly zoom meetings (i.e two hours per week), concerning content in Moodle, online activities, readings and discussion of the relevant health geographical literature.
• two to three hours per week of self-directed study, including preparation for assignments and weekly activities in preparation for class.

All content - including readings - contribute to each piece of assessment, including the final test (15%).