Cross-Cultural School-Based Encounters as Global Health Education

Autor/inn/en	Bruselius-Jensen, Maria; Renwick, Kerry; Aagaard-Hansen, Jens
Titel	Cross-Cultural School-Based Encounters as Global Health Education
Quelle	In: Health Education Journal, 76 (2017) 3, S.349-361 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896916676209
Schlagwörter	Health Education; Elementary Education; Holistic Approach; Cultural Awareness; Qualitative Research; Computer Mediated Communication; Educational Technology; Technology Uses in Education; Foreign Countries; Elementary School Students; Focus Groups; Access to Education; Food; Gender Differences; Family Structure; Cultural Pluralism; Social Influences; Intercultural Communication; Interviews; Kenya; Denmark + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Elementarunterricht; Holistischer Ansatz; Cultural identity; Kulturelle Identität; Qualitative Forschung; Computerkonferenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Lebensmittel; Geschlechterkonflikt; Familienkonstellation; Familiensystem; Kulturpluralismus; Sozialer Einfluss; Interkulturelle Kommunikation; Interviewing; Interviewtechnik; Kenia; Dänemark
Abstract	Objective: Drawing on the concepts of the cosmopolitan person and democratic health education, this article explores the merits of primary school-based, cross-cultural dialogues for global health education. Design: A qualitative study of the learning outcomes of the Move/Eat/Learn (MEL) project. MEL facilitates cultural meetings, primarily Skype-based, between students from Kenya and Denmark, with the aim of promoting reflection on differences and similarities in everyday living conditions and their impact on health practices. Setting: Three Danish and one Kenyan primary schools. Methods: Qualitative analysis of 18 focus group discussions with 72 Danish and 36 Kenyan students. Results: Cross-cultural dialogues promoted students' engagement and reflections on their own and peers' health condition, access to education, food cultures, gender and family structures. Conclusion: Findings indicate the merits of cross-cultural dialogues as a means of educating students to become global health agents with a cosmopolitan outlook. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01