公共卫生、视觉修辞和拉丁美洲：斯坦贝克的《被遗忘的村庄》。

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY

Journal of Medical Humanities Pub Date : 2024-03-01 Epub Date: 2023-05-06 DOI:10.1007/s10912-023-09796-z

Sebastian Williams

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引用次数: 0

摘要

本文分析了约翰-斯坦贝克（John Steinbeck）于 1941 年拍摄的纪录片《被遗忘的村庄》（The Forgotten Village）中对欧美医学和本土疗法的视觉化呈现。这部电影通过播放卫生片节选和突出医学图像（如细菌培养物），将电影和医学话语并置，作为现代视觉文化的典范。影片将欧美医疗模式置于优先地位，从而取代了本土医疗，而压迫的目光则通过人道主义医疗干预得以延续。简而言之，疾病不仅仅是一个物质事实，它还蕴含在有关社区身份、道德价值观和政治的话语中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Public Health, Visual Rhetoric, and Latin America: Steinbeck's The Forgotten Village.

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Public Health, Visual Rhetoric, and Latin America: Steinbeck's The Forgotten Village.

This essay analyzes the visualization of Euro-American medicine and indigenous healing in John Steinbeck's 1941 documentary-drama The Forgotten Village. The movie juxtaposes film and medical discourse as exemplifications of modern, visual culture by showing excerpts from hygiene films and foregrounding medical imagery (e.g., bacteria cultures). The film displaces indigenous medicine by privileging a Euro-American medical model, and the gaze of oppression is perpetuated through humanitarian medical intervention. In short, disease is not simply a material fact but embedded in discourses about community identity, moral values, and politics.

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来源期刊

Journal of Medical Humanities HUMANITIES, MULTIDISCIPLINARY-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Journal of Medical Humanities publishes original papers that reflect its enlarged focus on interdisciplinary inquiry in medicine and medical education. Such inquiry can emerge in the following ways: (1) from the medical humanities, which includes literature, history, philosophy, and bioethics as well as those areas of the social and behavioral sciences that have strong humanistic traditions; (2) from cultural studies, a multidisciplinary activity involving the humanities; women''s, African-American, and other critical studies; media studies and popular culture; and sociology and anthropology, which can be used to examine medical institutions, practice and education with a special focus on relations of power; and (3) from pedagogical perspectives that elucidate what and how knowledge is made and valued in medicine, how that knowledge is expressed and transmitted, and the ideological basis of medical education.