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Critical hermeneutic inquiry in Kaga...

Kaniu, Peninah,

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Critical hermeneutic inquiry in Kagaa, Kenya: Refiguring village health education through community inquiry /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical hermeneutic inquiry in Kagaa, Kenya: Refiguring village health education through community inquiry // Peninah Kaniu.
Author:	Kaniu, Peninah,
Description:	1 electronic resource (155 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 72-12, Section: A.
Contained By:	Dissertations Abstracts International72-12A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3454388
ISBN:	9781124637129

Critical hermeneutic inquiry in Kagaa, Kenya: Refiguring village health education through community inquiry /
Kaniu, Peninah,

Critical hermeneutic inquiry in Kagaa, Kenya: Refiguring village health education through community inquiry /Peninah Kaniu. - 1 electronic resource (155 pages)

Source: Dissertations Abstracts International, Volume: 72-12, Section: A.

The conversations with the Kagaa community and the literature reviews assert that Kenyan village communities are in desperate need of health education knowledge. The education system today has failed to meet the needs of today's social transformation and empowerment with the rest of the world. The main purpose of this study is refiguring village health education curriculum which will provide a culturally congruent education curriculum. Through critical hermeneutic inquiry approach I have reflected on every aspect of my material and of doing research, including my own research philosophy: Who am I and what are my own experiences as a Kagaa native? During this process, the focus of study categories, fusion of horizons, narrative and imagination reflected a better approach on the meaning of health education concepts and events occurring in the Kagaa village community. Worth noting is that the critical hermeneutic inquiry approach allows for flexibility and the participation of people in group action and dialogue efforts directed at community targets enhances control and beliefs in ability to change people's own lives; it is "a means for learning how to think about problems in a different light" (Herda 1999:4). My research material from Kagaa village includes research participants' taped conversations relationship of Kenya education system between the past and the future with interpretation and meaning making. Accordingly, the dialogue nature of this study reviewed how a fusion of horizons can be a medium through which people learn about new health initiatives, while promoting a disease-free community through health education curriculum for all children. The study concluded by revealing significant and direct implications for leadership, program organization, policy development, and program evaluations. These practical implications for government and rural village development policies to link program organization and policy planning development with shared narratives with stakeholders, communities at large, government programs, and policy planners, coupling program evaluations with narrative assessment with the stakeholders, and refiguring community leadership as narrative. Thus, transformation and empowerment education curriculum is proposed as an effective health education curriculum to enhance education system and as a model for others' educational and societal commitment.

English

ISBN: 9781124637129Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Africa village

Critical hermeneutic inquiry in Kagaa, Kenya: Refiguring village health education through community inquiry /
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245 1 0 $a Critical hermeneutic inquiry in Kagaa, Kenya: Refiguring village health education through community inquiry / $c Peninah Kaniu.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2011
300 $a 1 electronic resource (155 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 72-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: Herda, Ellen A. Committee members: Carrey, Kelley; Hodges, Caryl; Shahideh, Laleh.
502 $b Ed.D. $c University of San Francisco $d 2011.
520 $a The conversations with the Kagaa community and the literature reviews assert that Kenyan village communities are in desperate need of health education knowledge. The education system today has failed to meet the needs of today's social transformation and empowerment with the rest of the world. The main purpose of this study is refiguring village health education curriculum which will provide a culturally congruent education curriculum. Through critical hermeneutic inquiry approach I have reflected on every aspect of my material and of doing research, including my own research philosophy: Who am I and what are my own experiences as a Kagaa native? During this process, the focus of study categories, fusion of horizons, narrative and imagination reflected a better approach on the meaning of health education concepts and events occurring in the Kagaa village community. Worth noting is that the critical hermeneutic inquiry approach allows for flexibility and the participation of people in group action and dialogue efforts directed at community targets enhances control and beliefs in ability to change people's own lives; it is "a means for learning how to think about problems in a different light" (Herda 1999:4). My research material from Kagaa village includes research participants' taped conversations relationship of Kenya education system between the past and the future with interpretation and meaning making. Accordingly, the dialogue nature of this study reviewed how a fusion of horizons can be a medium through which people learn about new health initiatives, while promoting a disease-free community through health education curriculum for all children. The study concluded by revealing significant and direct implications for leadership, program organization, policy development, and program evaluations. These practical implications for government and rural village development policies to link program organization and policy planning development with shared narratives with stakeholders, communities at large, government programs, and policy planners, coupling program evaluations with narrative assessment with the stakeholders, and refiguring community leadership as narrative. Thus, transformation and empowerment education curriculum is proposed as an effective health education curriculum to enhance education system and as a model for others' educational and societal commitment.
546 $a English
590 $a School code: 6019
650 4 $a Educational leadership. $3 529436
650 4 $a Health education. $3 559086
650 4 $a Exegesis & hermeneutics. $3 3554309
650 4 $a Community. $3 531337
650 4 $a Inquiry method. $3 3422461
653 $a Africa village
653 $a Critical hermeneutic
653 $a Health education
653 $a Infectious diseases
653 $a Kagaa
653 $a Kenya
653 $a Traditional healing
690 $a 0449
690 $a 0680
710 2 $a University of San Francisco. $b School of Education - Ed.D.. $e degree granting institution. $3 3759262
720 1 $a Herda, Ellen A. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 72-12A.
790 $a 6019
791 $a Ed.D.
792 $a 2011
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3454388