Acting against health inequalities through popular education. A Scottish case-study.

Autor/in	Tett, Lyn
Titel	Acting against health inequalities through popular education. A Scottish case-study.
Quelle	In: European journal for Research on the Education and Learning of Adults, 14 (2023) 1, S. 163-175Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:27213 10.3384/rela.2000-7426.4278
URN	urn:nbn:de:0111-pedocs-272138
Schlagwörter	Erfahrungswissen; Demokratie; Gesundheit; Gesundheitserziehung; Schottland; Ungleichheit; Erfahrungswissen; Gesundheit; Gesundheitserziehung; Ungleichheit; Demokratie; Volksbildung; Schottland
Abstract	This article investigates if health inequalities can be reduced using popular education (PE) methods. It argues that, although ill health may be experienced as a private trouble, it is embedded in broader social and political processes and should be seen as a public issue. It illuminates this concept of health by using student writings from the Health Issues in the Community (HIIC) project. These writings illustrate the impact of unemployment, lack of facilities, food poverty etc. on people's physical and mental health and the action they have taken to challenge and reduce these inequalities. It is argued that PE contributes to human flourishing, but the educator must resist the power they have to steer students in particular directions. It concludes that whilst PE cannot abolish health inequalities, HIIC participants have taken small steps to change existing realities and so have challenged oppressive social relations. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1