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  • br Conclusion This paper has sought to illustrate some of

    2018-11-02


    Conclusion This paper has sought to illustrate some of the complexity of children\'s meaning-making with respect to health information by herpes simplex virus infection focussing upon the relationship between food and health. Looking through the lens of health literacy (and integrating ideas from New Literacy Studies) has helped to illuminate the messy and negotiated character of this meaning-making, with important implications for health education policy and practice. That children do not passively absorb health messages but rather work with them (through their engagement in critical and interactive health literacy) to create meaning indicates that presenting children with simple, one-dimensional health messages only serves to emphasise gaps in understanding which children have to navigate. It is vitally important, then, for health education to work towards conveying a more holistic picture of the complexities and interrelationships between different aspects of a healthy diet (and indeed health in general) in a coherent and consistent way. Starting with children\'s own ideas and understandings and recognising that they are already active health literacy practitioners, consistent with insights from herpes simplex virus infection development and adult education literature (St Leger, 2001; Wallerstein, 1988; Harris et al., 2015), will help lay the foundations for such an approach. The school setting may play an important role in drawing together and working with children\'s understandings (developed through multiple sources and in conjunction with those around them) and embodied experiences and encouraging them to critically appraise health messages (St Leger, 2001). The trust that children have in their bodies might be accommodated, for example, by introducing the notion of balancing energy input and output and posing a question like ‘What do you think your body needs to get through a long run?’. This approach would help to negotiate a productive context for the cross-pollination of ideas and the co-production of knowledge and insights. Schools, therefore, could prioritise the provision of opportunities for engaging in and encouraging interactive and critical health literacy practices, rather than functioning predominantly, as St Leger argues, as fonts of fixed information and guidance (St Leger, 2001). Such a framing necessitates viewing children as ‘equals’ and ‘co-learners’ in the creation of knowledge and coheres very closely with Freire\'s notions of empowering education (Wallerstein, 1988, p. 382). Indeed, facilitating the development of \'communities of (health literacy) practice\' (Wenger, 1998) in and beyond the school context is likely to be a much more sustainable and cost-effective approach to health education than the didactic transmission of knowledge.
    Introduction On Thursday, July 7th 2005, the city of London (United Kingdom (UK)) was subjected to “…the worst single terrorist atrocity on British soil.” (Rodgers, Qurashi & Connor, 2015). At around 08.50, towards the end of the capital\'s morning rush-hour, three suicide bombers detonated explosive devices whilst travelling on separate London Underground trains approaching Aldgate, Edgeware Road and Russell Square stations. A fourth triggered their device an hour later on a double decker bus in Tavistock Square. These four explosions resulted in a total of 52 people being killed and many hundreds being severely injured (British Broadcasting Corporation, 2007). What emerged within days following big bang theory atrocity was the fact that all four suicide bombers were middle-class British citizens, three of whom were British-born. Furthermore, all four individuals were unknown to authorities prior to the 7th July attacks (House of Commons Report, 2006). An eerily similar attack (also involving three bombs on the London Underground and one on a London bus) was attempted a fortnight later, on 21st July. However, none of the devices detonated and no one was physically injured. The following day at around 10.00, Jean Charles de Menezes, a Brazilian electrician living in London, was fatally shot at Stockwell tube station by armed Metropolitan police officers under a new shoot-to-kill remit. He had been mistaken for one of the failed terror plot suspects from the previous day (British Broadcasting Corporation, 2005a). By early August 2005, the current British Prime Minister Tony Blair announced in a press conference that “…the rules of the game are changing” (Jeffery, 2005). Soon after, the Terrorism Act was introduced to Parliament, which aimed to increase collective security throughout the UK, though seemingly at the expense of individual and group liberties (Cobain, 2010).