Challenging Assumptions: Teaching, Documenting, Producing and Negotiating ‘Health’

Herrick, Clare

doi:10.1080/03098265.2010.498879

Cited by 4 publications

(1 citation statement)

References 57 publications

(54 reference statements)

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“…4,8 It is one of three forms of health literacy described by Pleasant 4 and is an example of an empowerment approach which emerged from a realization that simply providing information about health would not be enough to change behaviour. A critical health literacy approach has the advantage of helping individuals to be more aware of unethical structures of power and oppression 9 and the social, economic, educational, cultural and environmental determinants of health. It promotes social justice by promoting the taking of individual or collective actions that change those determinants.…”

Section: Making a Case For Critical Pedagogy In Health Educationmentioning

confidence: 99%

Critical pedagogy in health education

Matthews¹

2013

Health Education Journal

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Objective: This review investigated how the three-phase model of critical pedagogy, based on the writings of Paulo Freire, can be put into practice in health education. Design: The study considers literature related to the fields of health education, health promotion and critical pedagogy. Setting: The study is a scholarly review completed as part of a larger academic study. Method: A library search was conducted of relevant books, journal articles and theses using keyword searches including health education, health promotion, critical pedagogy and Freire. Ideas from the literature and from teaching experience were integrated to consider how the three-phase model of critical pedagogy might be of benefit to health education. Result: The review makes a case for the use of critical pedagogy in health education and discusses how Freire’s ideas can be combined with pedagogical techniques to overcome the difficulties of encouraging students and teachers to be co-learners in a power sharing arrangement, negotiating the content of the learning, ensuring that discussion is inclusive of a range of voices, perspectives and points of view, and dealing with the conflict which may be caused by the political nature of the teaching and learning. Conclusion: The three-phase model of critical pedagogy, based on the writings of Freire, is advocated for use in health education because it ensures that learners have an opportunity to critically engage with health information rather than to simply be passive recipients of it. It aims to focus learning on the problems, issues and real world experience of the learners, facilitates problem-posing education, and challenges the learner to question practices that support inequality. The three phases are: listening and naming; dialogue and reflection; the promoting of transformative social action.

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Section: Making a Case For Critical Pedagogy In Health Educationmentioning

confidence: 99%

Critical pedagogy in health education

Matthews¹

2013

Health Education Journal

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Graphic Pathogeographies

Donovan

2014

J Med Humanit

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This paper focuses on the graphic pathogeographies in David B.'s Epileptic and David Small's Stitches: A Memoir to highlight the significance of geographic concepts in graphic novels of health and disease. Despite its importance in such works, few scholars have examined the role of geography in their narrative and structure. I examine the role of place in Epileptic and Stitches to extend the academic discussion on graphic novels of health and disease and identify how such works bring attention to the role of geography in the individual's engagement with health, disease, and related settings.

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To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence

Taylor

2017

Journal of Geography in Higher Education

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Whilst interdisciplinarity has become a central concern of research and learning in geography, few from the discipline have considered the practical facilitation of interdisciplinarity in the classroom. Module convenors, I argue, must pay greater attention to how learners engage and negotiate with peers and perspectives from other disciplines. In this paper, I focus on my own efforts in designing and teaching a second year undergraduate course on health, biomedicine, and society, to illuminate the opportunities and challenges facing teaching staff who seek to provide opportunities for interdisciplinary learning in the classroom. Drawing upon theories of communication, I demonstrate the significance of developing "communicative competence" as a pathway to successful interdisciplinary learning. Unless learners from one discipline can understand, and be understood by, peers from other disciplines, the accomplishment of interdisciplinary learning is undermined. Interdisciplinary modules should include learning outcomes that facilitate student development in this area. Approaching interdisciplinary learning through the lens of communicative competence casts critical attention upon the central abilities and cultural sensitivities that are the hallmarks of interdisciplinary collaborationfrom negotiating meaning to critical disciplinary awareness-and highlights the lessons that interdisciplinarity poses for disciplines, such as geography, tasked with preparing students for interdisciplinary learning.

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Challenging Assumptions: Teaching, Documenting, Producing and Negotiating ‘Health’

Cited by 4 publications

References 57 publications

Critical pedagogy in health education

Critical pedagogy in health education

Graphic Pathogeographies

To understand and be understood: facilitating interdisciplinary learning through the promotion of communicative competence

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