Paradoxical health education’

Learning about health in Kenyan teacher training colleges

Dados Bibliográficos

ID11919643
AutoresKari Kragh Blume Dahl (0000-0001-9345-5036, Aarhus University, autor correspondente)
Ano2013
Volume44
Fascículo4
Páginas634-654
Data de publicação2013-06-20
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoCompare A Journal of Comparative and International Education (JOURNAL)
Identificadores do periódicoISSN: 0305-7925 • E-ISSN: 1469-3623
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03057925.2013.800784
OpenAlexW2003574757
IdiomaEN
Citações recebidas5
Referências 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