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Understanding Digital Health as Public Pedagogy: A Critical Framework

Author

Listed:
  • Emma Rich

    (Department of Education, University of Bath, Bath, North East Somerset BA2 7AY, UK)

  • Andy Miah

    (Creative Futures Institute, School of Creative & Cultural Industries, University of the West of Scotland, Paisley, Scotland, PA1 2BE, UK)

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.

Suggested Citation

  • Emma Rich & Andy Miah, 2014. "Understanding Digital Health as Public Pedagogy: A Critical Framework," Societies, MDPI, vol. 4(2), pages 1-20, June.
    • Handle: RePEc:gam:jsoctx:v:4:y:2014:i:2:p:296-315:d:36892
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    References listed on IDEAS

    as
    1. Minna Ruckenstein, 2014. "Visualized and Interacted Life: Personal Analytics and Engagements with Data Doubles," Societies, MDPI, vol. 4(1), pages 1-17, February.
    2. Chris Shilling, 2013. "Afterword: Embodiment, Social Order, and the Classification of Humans as Waste," Societies, MDPI, vol. 3(3), pages 1-5, June.
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    Cited by:

    1. Victoria A. Goodyear & Kathleen M. Armour, 2018. "Young People’s Perspectives on and Experiences of Health-Related Social Media, Apps, and Wearable Health Devices," Social Sciences, MDPI, vol. 7(8), pages 1-15, August.
    2. Morley, Jessica & Machado, Caio C.V. & Burr, Christopher & Cowls, Josh & Joshi, Indra & Taddeo, Mariarosaria & Floridi, Luciano, 2020. "The ethics of AI in health care: A mapping review," Social Science & Medicine, Elsevier, vol. 260(C).
    3. Vaike Fors & Sarah Pink, 2017. "Pedagogy as Possibility: Health Interventions as Digital Openness," Social Sciences, MDPI, vol. 6(2), pages 1-12, June.
    4. Simone Fullagar & Emma Rich & Jessica Francombe-Webb, 2017. "New Kinds of (Ab)normal?: Public Pedagogies, Affect, and Youth Mental Health in the Digital Age," Social Sciences, MDPI, vol. 6(3), pages 1-12, August.
    5. Deborah Lupton, 2014. "Apps as Artefacts: Towards a Critical Perspective on Mobile Health and Medical Apps," Societies, MDPI, vol. 4(4), pages 1-17, October.
    6. Rich, Emma & Lupton, Deborah, 2022. "Rethinking digital biopedagogies: How sociomaterial relations shape English secondary students' digital health practices," Social Science & Medicine, Elsevier, vol. 311(C).
    7. Jeacle, Ingrid & Carter, Chris, 2023. "Calorie accounting: The introduction of mandatory calorie labelling on menus in the UK food sector," Accounting, Organizations and Society, Elsevier, vol. 110(C).

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