Critical Health Promotion and Education--A New Research Challenge

Autor/inn/en	Simpson, Kirk; Freeman, Ruth
Titel	Critical Health Promotion and Education--A New Research Challenge
Quelle	In: Health Education Research, 19 (2004) 3, S.340-348 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyg049
Schlagwörter	Constructivism (Learning); Health Education; Health Promotion; Focus Groups; Health Personnel; Interviews; Social Change; Researchers; Teaching Methods; Semi Structured Interviews; Workshops; Program Design; Program Implementation; Critical Theory; Foreign Countries; Children; Adolescents; United Kingdom + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Medizinisches Personal; Interviewing; Interviewtechnik; Sozialer Wandel; Researcher; Forscher; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; Programme design; Programmaufbau; Programmplanung; Kritische Theorie; Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Großbritannien
Abstract	In relation to health promotion and education, the use of post-positivist and constructivist approaches has been gathering strength in recent years. Despite this emerging tradition, little has been done to explore what this sort of approach actually represents, particularly in terms of health promotion in schools, professional organizations and wider society. Acknowledging this, it is suggested that more researchers in this area should be adopting qualitative approaches--including semi-structured interviews, focus groups, story/dialogue workshops and developmental schemes of health education--in order to uncover the hidden meaning of "health promotion", particularly in the school context. This paper therefore attempts to challenge the idea that traditionalist paradigms of positivist research are capable of appropriately representing the nature and complexity of the health promotion issues. In this paper, methodological and theoretical frameworks that can enable researchers to understand health promotion from the perspective of students, teachers and school "stakeholders" are suggested. Particular attention is given to a discussion of the potential value of designing and implementing programmes of health education or promotion using a critical pedagogical approach within schools in the UK. It is argued that programmes using a critical pedagogical and reflective approach, and which are aimed at social transformation, would be of enormous benefit to both researchers and educational/health professionals who are seeking to understand the complexity of health promotion issues from the perspective of children and adolescents. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://her.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10