Social determinants of health: A pedagogical framework for advancing the Citizen Scholar

Velardo, Stefania

doi:10.1177/1746197917731277

Cited by 4 publications

(3 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Educators are encouraged to foster learning environments in which attributes of citizen scholars such as resilience, adaptability and ethical leadership can be developed (Arvanitakis and Hornsby, 2016) (Figure 1). Universities have a responsibility to create opportunities for students to practice as citizen scholars and prepare them for an ever-changing complex world (Velardo, 2018;Hornsby, 2020). Citizen scholars will be best placed to demonstrate responsible leadership and play an important role in the success of businesses in VUCA environments.…”

Section: Citizen Scholarsmentioning

confidence: 99%

Citizen scholars: cultivating 21st century graduate competencies in business education

Gao,

Huber

2024

JWAM

View full text Add to dashboard Cite

PurposeThis study has two objectives: (1) to identify gaps in the citizen scholar framework by comparing and synthesizing the relevant pedagogical literature and (2) to illustrate how 21st century graduate capabilities can be cultivated through teaching practices using the citizen scholar framework.Design/methodology/approachWe briefly synthesize the relevant citizen scholar pedagogical frameworks and approaches. We use two case studies in two large classroom settings in Ireland and Australia to demonstrate how the citizen scholar attributes can be developed through curriculum design and multiple forms of assessment.FindingsWe identify that there is a need for digital literacy to be placed as a fifth attribution cluster in the citizen scholar framework. We also demonstrate that these graduate competencies can be developed at scale by embedding the citizen scholar framework in teaching practices.Practical implicationsWe offer a practical implementation mechanism for cultivating 21st century graduate competencies, which will help further embed citizen scholar in pedagogy strategies, thus empowering learning at scale in business education.Originality/valueThe current study makes the first attempt to identify significant attribution gaps in the citizen scholar framework by synthesizing and mapping the relevant approaches. Detailed examples of curriculum design from the two countries also offer new insights into the implementation of a citizen scholar framework.

show abstract

Section: Citizen Scholarsmentioning

confidence: 99%

Citizen scholars: cultivating 21st century graduate competencies in business education

Gao,

Huber

2024

JWAM

View full text Add to dashboard Cite

show abstract

“…de Santos et al (2018) analysed the degree of democratization of educational experiences and developed a system of indicators to verify compliance with the foundations of education. Velardo (2018) stated that the development of active citizens demands a radical shift in teaching towards more interactive pedagogies, which may prove difficult for some educators and students who are comfortable with a traditional model of learning and teaching “for the test”. The authors examined multiple strategies, e.g.…”

Section: Backgroundsmentioning

confidence: 99%

Students as active citizens

Perko

Mendiwelso-Bendek

2019

View full text Add to dashboard Cite

Purpose Students develop knowledge through an ongoing process of learning embodied in their daily experiences. As citizens, they develop an identity in their communities as they build relationships through recurrent interactions, thus constructing citizenship by strengthening stable interactions. This paper aims to examine the development of student active citizenship within a Jean Monnet module summer school that uses a participative approach and experiential learning. Design/methodology/approach The research provides a multi-level systems perspective on the learning experience in a Jean Monnet module. It combines state-of-the-art analysis of the Jean Monnet modules reports, analysis of a selected module’s activities and delayed participants feedback analysis. The methodology addresses complexity at multiple levels and leaves sufficient variance to invite readers to test the approaches themselves. Findings First, opportunities and gaps in the development of active citizen abilities were identified within the Jean Monnet modules. Second, it was established that the use of a participative approach and experiential learning aligned activities in the learning process yielded positive results in participant engagement. Third, long-term effects in the form of an improved understanding of active citizenship and the execution of activities in real life were also observed. The authors point to the need for active communication in the development of a full-cycle experiential learning process. Additionally, the multi-level monitoring model contributed positively towards the continual improvement of the learning process, and thus, provided a learning experience for teachers. Research limitations/implications The research is limited regarding the clear articulation of the research results, rendering comparison with other learning experience reports challenging. Practical implications For lecturers, the importance of integrating the participative approach into the student learning process is documented; the effects of experience learning on students’ active participation are presented; and the importance of systems perspective on multiple aspects of the learning process is reinforced. For students, an example of the importance of being active in the learning process and using available resources is provided. For policymakers, the paper attests to the importance of learning programmes expanding the limitations of the regular curricula and the need to support additional programmes and the benefits of a participative approach and experience learning in the process of developing active citizens. Social implications The authors point to the need for authentic situational-context experience and active communication in the learning process. Additionally, the authors provide an example of systems investigation of the learning process. Originality/value The paper identifies the gap between the Jean Monnet modules and active citizen abilities and provides a potential approach towards reducing them. It also provides a multi-level method for monitoring and adjusting the learning process.

show abstract

“…We are also energised by the prospect of re-envisaged pedagogies that position food as a social, cultural and political issue (Martinson and Elia, 2018;Welch et al, 2012). Critical thinking enables students to appraise arguments, question the status quo, and conceptualise the social, economic and political conditions that create and constrain health (Paakkari and Paakkari, 2012;Wright et al, 2018;Velardo, 2018). Currently, many schools take a medicalised approach by focusing on health risk factors, which means there is limited emphasis on developing children's critical awareness of "health" (Peralta and Rowling, 2018).…”

mentioning

confidence: 99%

Qualitative insight into primary school children’s nutrition literacy

Velardo

Drummond

2019

Self Cite

View full text Add to dashboard Cite

Purpose Health literacy is a key international public health goal. Conceptualising health literacy as an asset highlights the importance of fostering a health literate youth for the benefit of future generations, yet research has predominantly focused on examining adults’ and older adolescents’ health literacy. This presents a gap for child-centred studies with younger populations. The purpose of this paper is to report the findings from a qualitative study that explored health literacy, in a nutrition context (i.e. nutrition literacy), from primary school children’s perspectives. Design/methodology/approach The study examined children’s experiences in accessing, understanding and interacting with nutrition information. In doing so, the research employed a socio-ecological framework to understand facilitators and barriers that can influence children’s nutrition literacy. Preadolescent boys and girls aged 11–12 years were invited to take part in the study. At the time of recruitment, students were attending one of three state government schools in a socioeconomically disadvantaged region of metropolitan South Australia. A series of focus groups and individual semi-structured interviews were conducted with 38 participants. Interview data were audio-recorded, transcribed verbatim and analysed using thematic techniques. Findings Children demonstrated that they accessed and interacted with a variety of sources of nutrition information. Nutrition understandings were derived from the home, school and media environments. Parents and teachers were cited as key influences on children’s interactions with nutrition information and children particularly emphasised the trust placed in their teachers as health “experts.” While the home and school environments emerged as potential settings to develop children’s nutrition literacy skills, the children’s narratives also alluded to potential barriers surrounding nutrition literacy. Originality/value This study provides further insight into children’s nutrition literacy. While functional nutrition literacy remains a fundamental starting point, children are interested in opportunities to develop more interactive skills, such as those related to cooking. Opportunities also exist to foster more critical competencies. This research thereby highlights the importance of more integrated strategies to promote nutrition literacy among this population group across multiple settings.

show abstract

Social determinants of health: A pedagogical framework for advancing the Citizen Scholar

Cited by 4 publications

References 19 publications

Citizen scholars: cultivating 21st century graduate competencies in business education

Citizen scholars: cultivating 21st century graduate competencies in business education

Students as active citizens

Qualitative insight into primary school children’s nutrition literacy

Contact Info

Product

Resources

About