Reconceiving Barriers for Democratic Health Education in Danish Schools: An Analysis of Institutional Rationales

Autor/inn/en	Danielsen, Dina; Bruselius-Jensen, Maria; Laitsch, Daniel
Titel	Reconceiving Barriers for Democratic Health Education in Danish Schools: An Analysis of Institutional Rationales
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 8 (2017) 1, S.81-96 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2016.1277546
Schlagwörter	Health Education; Teaching Methods; Foreign Countries; Educational Policy; Health Promotion; Neoliberalism; Barriers; Democratic Values; Interviews; Ethnography; Intervention; Participant Observation; Grade 7; Grade 8; Denmark + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Politics of education; Bildungspolitik; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Neo-liberalism; Neoliberalismus; Interviewing; Interviewtechnik; Ethnografie; Teilnehmende Beobachtung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Dänemark
Abstract	Health promotion and education researchers and practitioners advocate for more democratic approaches to school-based health education, including participatory teaching methods and the promotion of a broad and positive concept of health and health knowledge, including aspects of the German educational concept of "bildung." Although Denmark, from where the data of this article are derived, has instituted policies for such approaches, their implementation in practice faces challenges. Adopting a symbolic interactionist analytical framework this paper explores and defines two powerful institutional rationales connected to formal and informal social processes and institutional purposes of schools, namely conservatism and Neoliberalism. It is empirically described and argued how these institutional rationales discourage teachers and students from including a broad and positive concept of health, the element of participation, and the promotion of general knowledge as legitimate elements in health education. This paper thus contains a perspective on health education practice, which, in a new way, contributes to explain the relatively slow progress of democratic approaches to school health education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01