Engaging with Normativity in Health Education Research: Inspiration from Continental Critical Theory

Venka Simovska, Nis Langager Primdahl, Anders Skriver Jensen

Research output: Chapter in Book/Report/Conference proceedingContribution to book/anthologyResearchpeer-review

Abstract

In this chapter, we discuss some of the ways in which health education research can engage with criticality and normativity by bringing a close reading of selected key concepts by the educational theorist Wolfgang Klafki (1927-2016) into dialogue with the sociologist and philosopher Jürgen Habermas (1929- ). Out point of departure is that there is no definite rational system that determines what good health education is, and which can assist in justifying pedagogical choices and actions. Health education as practice is always normative; it involves value-based, ethical and moral deliberations, even if these are always in motion, (re)negotiated, configured and enacted on the trajectories between global, national and local actors. Consequently, research in health education needs to engage with normativity, that is, to consider the dynamic links between normative and other (e.g. theory, policy and practice related) educational questions.
Original languageEnglish
Title of host publicationSocial Theory and Health Education : Forging New Insights in Research
EditorsDeana Leahy, Katie Fitzpatrick, Jan Wright
Number of pages12
PublisherRoutledge
Publication date2020
Pages206-217
Chapter19
ISBN (Print)9781138485754, 9781138485730
ISBN (Electronic)9781351048163
Publication statusPublished - 2020

Keywords

  • health, nutrition and quality of life

Fingerprint

Dive into the research topics of 'Engaging with Normativity in Health Education Research: Inspiration from Continental Critical Theory'. Together they form a unique fingerprint.

Cite this