Paradoxical health education’

Learning about health in Kenyan teacher training colleges

Datos Bibliográficos

ID11919643
AutoresKari Kragh Blume Dahl (0000-0001-9345-5036, Aarhus University, autor de correspondencia)
Año2013
Volumen44
Número4
Páginas634-654
Fecha de publicación2013-06-20
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaCompare A Journal of Comparative and International Education (JOURNAL)
Identificadores de la revistaISSN: 0305-7925 • E-ISSN: 1469-3623
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057925.2013.800784
OpenAlexW2003574757
IdiomaEN
Citas recibidas5
Referencias citadas28

This paper suggests the term 'paradoxical' to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC). The claim is that students, apart from formal HE lessons, also learn about health in non-curricular HE, which influences their actions in tangible ways. Bourdieu, medical anthropology and critical educational theory were used to understand processes of cultural negotiation, the production of HE discourses and how learning appears to be a mix of moralities and action competence. This long-term fieldwork used ethnographic methods, including participant observation, interviews and focus-group discussions conducted in three TTCs in Central and Eastern Kenya. The study concludes that regardless of institutional HE norms, student-teachers develop critical awareness and action competencies, learning to deal with health in more active, concrete and practical ways than those conveyed in HE lessons

Geography · Kenya · Mathematics education · Medical education · Pedagogy · Political science · Teacher education · Training (meteorology · Medicine · Psychology · School Health and Nursing Education