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Societies 2014, 4(2), 296-315; doi:10.3390/soc4020296

Understanding Digital Health as Public Pedagogy: A Critical Framework

1
Department of Education, University of Bath, Bath, North East Somerset BA2 7AY, UK
2
Creative Futures Institute, School of Creative & Cultural Industries, University of the West of Scotland, Paisley, Scotland, PA1 2BE, UK
*
Author to whom correspondence should be addressed.
Received: 22 April 2014 / Revised: 28 May 2014 / Accepted: 29 May 2014 / Published: 10 June 2014
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Abstract

This paper argues on behalf of a public pedagogy approach to developing a critical understanding of digital health technologies. It begins by appraising the hitherto polarised articulations of digital innovation as either techno-utopian or techno-dystopian, examining these expectations of technology and considering the tensions between them. It subsequently outlines how a public pedagogy approach can help mediate between these views, offering a more contextualised, socio-political perspective of mHealth. This approach teases out the nuances of digital health by engaging with the complexities of embodied learning. Furthermore, it urges caution against viewing these pedagogical forces as one of transference, or simple governance. To this end, we therefore contextualise our critique of digital health, within an attempt to reconstitute an understanding of public pedagogies of technology. View Full-Text
Keywords: public pedagogy; mobile health; mHealth; digital health; body; prosthetics; technology; learning public pedagogy; mobile health; mHealth; digital health; body; prosthetics; technology; learning
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).

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Rich, E.; Miah, A. Understanding Digital Health as Public Pedagogy: A Critical Framework. Societies 2014, 4, 296-315.

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