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 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 (4)
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Tones, K.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Tones, K.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Health Education Research, Vol. 17, No. 1, 1-5, February 2002
© 2002 Oxford University Press

EDITORIAL

Reveille for Radicals! The paramount purpose of health education?

Keith Tones, UK Editor

In 1993, I was moved to write an Editorial on `Radicalism in health promotion' (Tones, 1993Go). This inclination was triggered by an item provided by the International People's Health Council (IPHC) which appeared in the News section of that same issue. Its analysis of health and inequity provides a challenge for health education.

The policies of today's dominant power structures—tied as they are to powerful economic interests—have done much to precipitate and worsen humanity's present social, economic, environmental and health crisis. Those who prosper from unfair social structures are resistant to change. They also have vast power and global reach. So today, changes leading toward a healthier world order must be spearheaded through a world-wide grassroots movement that is strong and well-coordinated enough so it can force the dominant power structures to listen and finally to yield. (p. 297)

Since that time, WHO and other key institutions and individuals . . . [Full Text of this Article]


   Defining health education
 

   Limitations of an `educational model': the need for critical health education
 

   Strategies for action
 
Critical consciousness raising
Health skills and action competences
Media advocacy

   Dilemmas and paradoxes and the conditions for learning
 

   Critical research and evaluation
 

   References
 

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