Involving students in learning and health promotion processes - clarifying why? what? and how?

摘要

The concept of student participation is currently a popular notion in health promoting schools as well as in general education. However, phrases such as 'involvement', 'participation', 'co-determination' and 'influence' are frequently used without careful definition. In this article two models, developed in the context of health promoting schools in two different cultures, are presented and discussed. The first model makes a fundamental distinction between token and genuine participation. Token participation in health promotion is characterised by focusing on prescribed knowledge, closed and convergent outcomes and targeting individuals isolated from the surrounding environment. In contrast, genuine participation stresses students' own construction of knowledge, open and divergent outcomes and targeting individuals in their context. Genuine participation is in accordance with a democratic health promoting school aiming at students' empowerment and action competence. The second model clarifies a number of different categories of students' participation in health promotion. The different categories illustrate how the teacher in various ways can play an active role in participatory approaches as a responsible professional. The more the students are involved in health projects, the more important it will be for the teacher to provide support, insight and knowledge to facilitate the learning processes. Furthermore, the different participation categories have to be related to a number of decisions which are normally included in a school health project. The model illustrates that participation should always be viewed in relation to the context and that it makes no sense to establish a single ideal way of working with participation in a health promoting school. The theoretical models are illuminated by concrete examples from health promoting schools. The overall conclusion is that participation is a complex term and rather than providing definitive answers, the models can be used as a framework for discussion among all stakeholders in planning, implementation, evaluation and managing projects involving student participation. Finally, specific implications and challenges for future health promoting schools are outlined.%Le concept de participation des élèves est aujourd'hui une notion populaire dans les écoles promotrices de santé ainsi que dans le milieu éducatif en général. Cependant, on utilise fréquemment des termes tels que 'implication', 'participation', 'co-détermination' et 'influence' sans prendre le soin de leur donner une définition précise. Cet article présente et commente deux modèles distincts, développés dans le contexte d'écoles promotrices de santé dans deux contextes culturels différents. Le premier modèle établit une distinction fondamentale entre une participation symbolique et une vraie participation. La participation symbolique en promotion de la santé met l'accent sur ce qu'il convient de savoir, des résultats fermés et convergents et cible les individus isolés de l'environnement qui les entoure. En revanche, une participation véritable met l'accent sur la construction des savoirs par les élèves eux-mêmes, des résultats ouverts et divergents et cible les individus dans leur contexte. La participation véritable est en accord avec une école promotrice de santé démocratique, dont l'objectif serait l'empowerment et les compétences des élèves.