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Reducing Inequities through Participatory Research and Community Empowerment

Department of Human Ecology at Mount Saint Vincent University, Halifax, Nova Scotia, Canada

Information dissemination for behavior change has been the mainstay of traditional health education practice, despite lack of demonstrated effectiveness in improving the public's health. Following a critique of traditional health education practice, an alternative orientation is proposed. Health education for social change, based on Paulo Freire's empowerment education and principles of participatory research, is examined theoretically within the context of the need to address inequities in health. The theoretical justification forms the basis for a description of a case study in reducing nutritional inequities. The case study analyzes how a process of participatory research and community organization was an empowering educational experience for a group of low-income urban women. The process of learning and social action is highlighted by chronicling changes associated with the experience. The realities and limitations of the project are also reflected upon. Implications for health education practice and future social change are highlighted.

Health Education & Behavior, Vol. 24, No. 3, 344-356 (1997)
DOI: 10.1177/109019819702400307


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