Understanding Digital Health as Public Pedagogy: A Critical Framework

Societies

Emma Rich¹ 

[1] Department of Education, University of Bath, Bath, North East Somerset BA2 7AY, UK

关键词: public pedagogy;    mobile health;    mHealth;    digital health;    body;    prosthetics;    technology;    learning;   

DOI  :  10.3390/soc4020296

来源: mdpi

【 摘 要 】

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.

【 授权许可】

CC BY   
© 2014 by the authors; licensee MDPI, Basel, Switzerland.