Skip Navigation

This Article
Right arrow Full Text Freely available
Right arrow FREE Full Text (PDF) Freely available
Right arrow E-letters: Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when E-letters are posted
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Search for citing articles in:
ISI Web of Science (6)
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Simovska, V.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Simovska, V.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Health Education Research, Vol. 19, No. 2, 198-207, April 1, 2004
© 2004 Oxford University Press

Student participation: a democratic education perspective—experience from the health-promoting schools in Macedonia

V. Simovska1,2

1 Research Programme for Environmental and Health Education, Danish University of Education, Emdrupvej 101 2400 Copenhagen NV, Denmark 2 Correspondence to: V. Simovska; e-mail: vs{at}dpu.dk

The paper addresses the issue of student participation from the perspective of the health-promoting schools initiative. It draws on experience from the Macedonian Network of Health-Promoting Schools and its collaboration with the Danish as well as other country networks within the European Network of Health-Promoting Schools. Student participation is viewed as one of the main focal points of the conceptual framework and model of a health-promoting school developed within the Macedonian context. This model and the model distinguishing between two different qualities of participation—genuine and token participation—are presented and discussed in the paper. Underpinning values that these models endorse as important for the processes of health promotion in schools include self-determination, participation, democracy, diversity and equity.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 HEALTH PROMOT INTHome page
N. Yoshimura, M. Jimba, K. C. Poudel, C. Chanthavisouk, A. Iwamoto, B. Phommasack, and K. Saklokham
Health promoting schools in urban, semi-urban and rural Lao PDR
Health Promot. Int., June 1, 2009; 24(2): 166 - 176.
[Abstract] [Full Text] [PDF]

Home page
 HEALTH PROMOT INTHome page
J. R. Mwanga, B. B. Jensen, P. Magnussen, and J. Aagaard-Hansen
School children as health change agents in Magu, Tanzania: a feasibility study
Health Promot. Int., March 1, 2008; 23(1): 16 - 23.
[Abstract] [Full Text] [PDF]

Home page
 Health Educ ResHome page
V. Simovska
The changing meanings of participation in school-based health education and health promotion: the participants' voices
Health Educ. Res., December 1, 2007; 22(6): 864 - 878.
[Abstract] [Full Text] [PDF]

Home page
 Health Educ ResHome page
A. I. Konu and T. Lintonen
School well-being in Grades 4-12
Health Educ. Res., October 1, 2006; 21(5): 633 - 642.
[Abstract] [Full Text] [PDF]


Disclaimer: Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.