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Critical Education for Participatory Research

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  • M. Martin

Abstract

This article takes the form of a case study of a master's course for health and development professionals working in the field of primary health care. It argues the need for health professionals to critically examine research paradigms and the assumptions that inform them, considering their appropriateness to primary health care, a health strategy based on a recognition of the relationship between inequalities and health status. Conventional training of health professionals does not encourage health workers to reflect critically on their research practice. This can be facilitated through an educational strategy that emphasises issues of inequality as central to health and addresses issues of power and purpose in research activity.

Suggested Citation

  • M. Martin, 1997. "Critical Education for Participatory Research," Sociological Research Online, , vol. 2(2), pages 1-9, June.
  • Handle: RePEc:sae:socres:v:2:y:1997:i:2:p:1-9
    DOI: 10.5153/sro.45
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    Cited by:

    1. Häring, Anna Maria & Vairo, Daniela & Dabbert, Stephan & Zanoli, Raffaele, 2009. "Organic farming policy development in the EU: What can multi-stakeholder processes contribute?," Food Policy, Elsevier, vol. 34(3), pages 265-272, June.

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