Why do we need social theory in health education?

Deana Leahy, Katie Fitzpatrick, Jan Wright

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    In her book Cruel Optimism, Lauren Berlant (2011) states that “long term problems of embodiment within capitalism, in the zoning of the everyday, the work of getting through it, and the obstacles to mental and physical flourishing are less successfully addressed in the temporalities of crisis and require other frames for elaborating context of doing, being and thriving” (p. 105). Berlant’s quote, and indeed her whole book, has much to offer those of us who are interested in trying to make sense of health education and its various ambitions and tactics. For the purposes of our present discussion though, her point about the necessity for other frames for elaborating is significant. Whilst theory has been a mainstay of health education over time, following Berlant, we want to suggest that there is a pressing need to turn to other frames to help us think differently about the project of health education and ask new questions about how it is imagined, assembled and enacted in the everyday.
    Original languageEnglish
    Title of host publicationSocial Theory and Health Education
    Subtitle of host publicationForging New Insights in Research
    EditorsDeana Leahy, Katie Fitzpatrick, Jan Wright
    Place of PublicationAbingdon UK
    Number of pages6
    ISBN (Electronic)9781351048163
    ISBN (Print)9781138485730, 9781138485754
    Publication statusPublished - 2020

    Publication series

    NameCritical Studies in Health and Education

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