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Peer Education: From Enduring Problematics to Pedagogical Potential

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Title: Peer Education: From Enduring Problematics to Pedagogical Potential
Language: English
Authors: Southgate, Erica, Aggleton, Peter
Source: Health Education Journal. Feb 2017 76(1):3-14.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Descriptors: Teaching Methods, Peer Teaching, Instructional Effectiveness, Educational Theories, Health Education, Disadvantaged, Critical Theory, Feminism, Criticism, Interpersonal Relationship, Educational Practices
DOI: 10.1177/0017896916641459
ISSN: 0017-8969
Abstract: Background: Peer education is a much-used approach to health education with young people and marginalised groups. Rarely, however, has the concept been interrogated for its meaning and usefulness, despite pleas for the importance of doing so going back several decades. Objectives: Against this background, this paper offers a specifically educational analysis and critique of existing conceptualisations and descriptions of peer education. Design: The paper responds to the challenge of opening up the "black box" of peer education with respect to teaching and learning, using the pedagogical frameworks offered by Basil Bernstein, critical pedagogy, feminist post-structuralism and Robin Alexander. Results and Conclusion: Findings point to the value of theories of pedagogy as conceptual and analytic lenses through which to interrogate what peer education is (and might be) and to better account for the uneven effectiveness of the approach.
Abstractor: As Provided
Number of References: 74
Entry Date: 2017
Accession Number: EJ1125865
Database: ERIC
FullText Text:
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  Data: Peer Education: From Enduring Problematics to Pedagogical Potential
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink><br /><searchLink fieldCode="DE" term="%22Criticism%22">Criticism</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
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  Data: 10.1177/0017896916641459
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  Data: Background: Peer education is a much-used approach to health education with young people and marginalised groups. Rarely, however, has the concept been interrogated for its meaning and usefulness, despite pleas for the importance of doing so going back several decades. Objectives: Against this background, this paper offers a specifically educational analysis and critique of existing conceptualisations and descriptions of peer education. Design: The paper responds to the challenge of opening up the "black box" of peer education with respect to teaching and learning, using the pedagogical frameworks offered by Basil Bernstein, critical pedagogy, feminist post-structuralism and Robin Alexander. Results and Conclusion: Findings point to the value of theories of pedagogy as conceptual and analytic lenses through which to interrogate what peer education is (and might be) and to better account for the uneven effectiveness of the approach.
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      – SubjectFull: Instructional Effectiveness
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