Understanding digital health as public pedagogy: a critical framework

Emma Rich, Andy Miah

Research output: Contribution to journalArticle

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.
Original languageEnglish
Pages (from-to)296-315
Number of pages20
JournalSocieties
Volume4
Issue number2
DOIs
Publication statusPublished - 10 Jun 2014

Fingerprint

health
transference
governance
innovation
learning

Cite this

Understanding digital health as public pedagogy: a critical framework. / Rich, Emma; Miah, Andy.

In: Societies, Vol. 4, No. 2, 10.06.2014, p. 296-315.

Research output: Contribution to journalArticle

Rich, Emma ; Miah, Andy. / Understanding digital health as public pedagogy: a critical framework. In: Societies. 2014 ; Vol. 4, No. 2. pp. 296-315.
@article{8b3128ab4f2f4edd8fdaa4e1c5df5e55,
title = "Understanding digital health as public pedagogy: a critical framework",
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.",
author = "Emma Rich and Andy Miah",
year = "2014",
month = "6",
day = "10",
doi = "10.3390/soc4020296",
language = "English",
volume = "4",
pages = "296--315",
journal = "Societies",
issn = "2075-4698",
publisher = "MDPI",
number = "2",

}

TY - JOUR

T1 - Understanding digital health as public pedagogy: a critical framework

AU - Rich, Emma

AU - Miah, Andy

PY - 2014/6/10

Y1 - 2014/6/10

N2 - 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.

AB - 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.

U2 - 10.3390/soc4020296

DO - 10.3390/soc4020296

M3 - Article

VL - 4

SP - 296

EP - 315

JO - Societies

JF - Societies

SN - 2075-4698

IS - 2

ER -