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Community-based health promotion approaches have proven to be very appealing and effective in rural and under-resourced countries such as Afghanistan. Surprisingly, however, empirical evidence and practical recommendations are lacking for Afghanistan, a country with some of the worst health indicators worldwide (e.g., maternal mortality rate). The purpose of this mixed-method exploratory case study was to identify community-based approaches to health promotion in Afghanistan and the factors that lead organizations and activities to succeed and sustain despite challenging circumstances. The author conducted extensive secondary research, a scoping review, 28 semi-structured oral qual- itative interviews with people working in health projects in Afghanistan, and obtained 22 written responses to a qualitative questionnaire sent to NGOs working in the health sector in Afghanistan as well. After transcribing and analyzing the content, she was able to exhaustively explore the topic by integrating and triangulating multiple perspectives.
First, she presented the findings regarding the prerequisites for and determinants of health in Afghanistan by contrasting qualitative and quantitative data. This comprehensive overview illustrated not only the poor conditions and numerous challenges but also the diversity within the country. Second, she described the findings on the Afghan health system, structured along the components of the WHO Health System Framework. This allows for comprehending the well-planned strategies and comparing them to the actual situation. Third, she identified most (NGO-supported) healthcare providers and conducted a gap analysis of existing activities in 13 areas of health. Fourth, the qualitative findings provided insights into the concept of health, common health practices, community-based healthcare approaches, and success factors for working in Afghanistan. Overall, there are various health activities and approaches to health promotion in Afghanistan. The most successful approaches were those that work in the community, with trained female health workers who are trustworthy, committed, and paid, and who provide curative as well as preventive and promotive services. For working successfully in the Afghan setting, trust, collaboration with leaders, community participation, and training are highly recommended. Nonetheless, all activities took place in a context characterized by insecurity, corruption, poverty, low level of education, and cultural constraints.
The author proposed the concept of “health care plus and beyond” as an approach applicable to all providers. This concept includes taking care of the immediate health need of the person and, at the same time, empowering them to improve their health. In conclusion, there is a great need for health promotion and health education in Afghanistan, which is worth exploring further. This study could not provide a complete picture, but it does pro- vide a very good first-hand understanding of the numerous influencing factors and facets of community-based health promotion, thus providing numerous starting points for further research and practice.
Globalization, digitalization, global pandemics, climate change, and infodemic pose increasing challenges to individuals, communities, and societies, which require good health literacy to maintain and promote health. Empirical evidence on HL (health literacy) has rapidly increased worldwide and exposed the inadequate levels of HL in most countries. Especially people with low socioeconomic background, low educational attainment, and migrants are considered vulnerable to low HL, based on quantitative studies and conclusions. A group that is multiply affected and variously described as vulnerable is people of Afghan descent. However, empirical evidence on their actual HL and their HL practices in everyday life is scarce. To empower people to respond adequately to current and future health-related changes, a good knowledge of HL in the relevant population group is indispensable. Since recent qualitative studies indicate that health literacy can only be adequately described as a real practice in its specific context and unique situation, I explore in this dissertation how HL can be captured and described as a contextual, situational social practice, using the example of people of Afghan descent with different research methods. This work incorporates three major research projects, each employing different methods to explore HL among Afghans and provide relevant insights into the concept of HL.
Research on health and health literacy is diverse, so it is important to begin this work by outlining the different understandings of health and health literacy and common strategies for promoting them. Since health is understood from a health promotion perspective as a positive, comprehensive concept in a socio-ecological context, HL is consequently not understood as an individual autonomous skill but as a contextual, social practice. Accordingly, health and HL are also described in context by the groups under consideration, and their possible influence on HL is shown. The use of the term vulnerable is critically examined, and the focus is shifted away from the characteristics of the individual to the influencing circumstances. Based on raw determinants and health outcomes, HL in Afghanistan is rated as low. Given the diverse data on immigrant populations and the different theories explaining their health status, it is shown that immigrant populations face many pressures and need to acquire new HL. Third, building on the course offering: language course, it is argued that those participating in it (including Afghans) need to improve their HL. Building on account of the health literacy of so-called vulnerable groups, which traced the complexity and heterogeneity, it is concluded that HL needs to be understood and explored as a contextual, situational, social practice to adequately describe HL. Therefore, in the three research projects, special emphasis is placed on the respective overall social context, the situation's specifics, the use of language, the actual actions, and the meaning of social others. Furthermore, it is examined what can be learned from the respective methodological approach to HL with regard to HL as a contextual, situational social praxis, as well as how the vulnerability or resource wealth of the target group and the vulnerability- or capability-producing context are revealed. Last, important lessons for HL promotion were derived from all three projects.
The first four contributions are from a quantitative, cross-sectional study in central Afghanistan that examines HL, determinants, outcomes, but also quality of life, and beliefs in two groups of people influential to health, heads of households (N= 524) and female patients and/or caretakers (N=322). Participants were in a two-stage randomization process identified and orally interviewed by trained interviewers of the same sex. The study provides empirical evidence of poor determinants of health and health outcomes, health behaviors that need improvement, and low health literacy. The analysis showed that HL is largely related to schooling opportunities (for women). Surprisingly, despite adverse circumstances, an astonishing number of Afghans exhibit positive health behaviors. A qualitative examination of the items of the HLS-EU-Q16 shows which activities are particularly difficult and, at the same time, particularly prerequisite-rich, which should also be better researched in the future for developing interventions.
The second three contributions stem from the ELMi research project, which ethnographically researched the HL of immigrant youth (including three Afghan refugees) in everyday life and embedded the findings in a review and theoretical considerations. The limitations of reviews for describing HL in vulnerable groups became obvious in these three theoretical contributions. Furthermore, the frequent, mostly implicit theoretical orientation of HL as an individual rational-choice model and three alternative models for the description of HL were presented, a difference-deficit model was introduced, and a plea for applying sociological theories, especially the capability approach, was given. Overall, the ethnographic studies revealed the need for further studies of vulnerable groups from a salutogenic perspective, the conceptualization of HL as family HL, and the interwovenness of analog and digital worlds and respective HL.
The third three contributions are from the SCURA research project, which ethnographically explored the role of health and health literacy in language and integration courses and developed appropriate methods for promoting HL in them. The contribution of integration courses to the promotion of HL was presented in detail, the corridor of possible interventions was explored and described, and concrete suggestions were made as to how the knowledge gained from language didactics can be transferred to health promotion and how language-sensitive health promotion can be used as an effective and sustainable method.
Finally, the key strengths and limitations of the studies were highlighted, and the question of 'vulnerability' was revisited in light of the results found. Furthermore, the five aspects of HL as a contextual, situational, and social practice were re-examined with the help of the results obtained, and other studies, recommendations for the promotion of HL through context, acquisition, and targeted support were presented, and the capability approach was applied to the results.
In many ways, this multi-project, multi-method, multi-perspective approach to HL of so-called vulnerable groups highlighted the need to describe HL as a contextual, situational social practice. Since many new, little-trodden paths were taken in this work, this work can serve as an impetus for many other researchers to critically examine the topic. The work unmistakably revealed how relevant a good understanding and targeted, context-sensitive promotion of HL is.
Globalization, digitalization, global pandemics, climate change, and infodemic pose increasing challenges to individuals, communities, and societies, which require good health literacy to maintain and promote health. Empirical evidence on HL (health literacy) has rapidly increased worldwide and exposed the inadequate levels of HL in most countries. Especially people with low socioeconomic background, low educational attainment, and migrants are considered vulnerable to low HL, based on quantitative studies and conclusions. A group that is multiply affected and variously described as vulnerable is people of Afghan descent. However, empirical evidence on their actual HL and their HL practices in everyday life is scarce. To empower people to respond adequately to current and future health-related changes, a good knowledge of HL in the relevant population group is indispensable. Since recent qualitative studies indicate that health literacy can only be adequately described as a real practice in its specific context and unique situation, I explore in this dissertation how HL can be captured and described as a contextual, situational social practice, using the example of people of Afghan descent with different research methods. This work incorporates three major research projects, each employing different methods to explore HL among Afghans and provide relevant insights into the concept of HL.
Research on health and health literacy is diverse, so it is important to begin this work by outlining the different understandings of health and health literacy and common strategies for promoting them. Since health is understood from a health promotion perspective as a positive, comprehensive concept in a socio-ecological context, HL is consequently not understood as an individual autonomous skill but as a contextual, social practice. Accordingly, health and HL are also described in context by the groups under consideration, and their possible influence on HL is shown. The use of the term vulnerable is critically examined, and the focus is shifted away from the characteristics of the individual to the influencing circumstances. Based on raw determinants and health outcomes, HL in Afghanistan is rated as low. Given the diverse data on immigrant populations and the different theories explaining their health status, it is shown that immigrant populations face many pressures and need to acquire new HL. Third, building on the course offering: language course, it is argued that those participating in it (including Afghans) need to improve their HL. Building on account of the health literacy of so-called vulnerable groups, which traced the complexity and heterogeneity, it is concluded that HL needs to be understood and explored as a contextual, situational, social practice to adequately describe HL. Therefore, in the three research projects, special emphasis is placed on the respective overall social context, the situation's specifics, the use of language, the actual actions, and the meaning of social others. Furthermore, it is examined what can be learned from the respective methodological approach to HL with regard to HL as a contextual, situational social praxis, as well as how the vulnerability or resource wealth of the target group and the vulnerability- or capability-producing context are revealed. Last, important lessons for HL promotion were derived from all three projects.
The first four contributions are from a quantitative, cross-sectional study in central Afghanistan that examines HL, determinants, outcomes, but also quality of life, and beliefs in two groups of people influential to health, heads of households (N= 524) and female patients and/or caretakers (N=322). Participants were in a two-stage randomization process identified and orally interviewed by trained interviewers of the same sex. The study provides empirical evidence of poor determinants of health and health outcomes, health behaviors that need improvement, and low health literacy. The analysis showed that HL is largely related to schooling opportunities (for women). Surprisingly, despite adverse circumstances, an astonishing number of Afghans exhibit positive health behaviors. A qualitative examination of the items of the HLS-EU-Q16 shows which activities are particularly difficult and, at the same time, particularly prerequisite-rich, which should also be better researched in the future for developing interventions.
The second three contributions stem from the ELMi research project, which ethnographically researched the HL of immigrant youth (including three Afghan refugees) in everyday life and embedded the findings in a review and theoretical considerations. The limitations of reviews for describing HL in vulnerable groups became obvious in these three theoretical contributions. Furthermore, the frequent, mostly implicit theoretical orientation of HL as an individual rational-choice model and three alternative models for the description of HL were presented, a difference-deficit model was introduced, and a plea for applying sociological theories, especially the capability approach, was given. Overall, the ethnographic studies revealed the need for further studies of vulnerable groups from a salutogenic perspective, the conceptualization of HL as family HL, and the interwovenness of analog and digital worlds and respective HL.
The third three contributions are from the SCURA research project, which ethnographically explored the role of health and health literacy in language and integration courses and developed appropriate methods for promoting HL in them. The contribution of integration courses to the promotion of HL was presented in detail, the corridor of possible interventions was explored and described, and concrete suggestions were made as to how the knowledge gained from language didactics can be transferred to health promotion and how language-sensitive health promotion can be used as an effective and sustainable method.
Finally, the key strengths and limitations of the studies were highlighted, and the question of 'vulnerability' was revisited in light of the results found. Furthermore, the five aspects of HL as a contextual, situational, and social practice were re-examined with the help of the results obtained, and other studies, recommendations for the promotion of HL through context, acquisition, and targeted support were presented, and the capability approach was applied to the results.
In many ways, this multi-project, multi-method, multi-perspective approach to HL of so-called vulnerable groups highlighted the need to describe HL as a contextual, situational social practice. Since many new, little-trodden paths were taken in this work, this work can serve as an impetus for many other researchers to critically examine the topic. The work unmistakably revealed how relevant a good understanding and targeted, context-sensitive promotion of HL is.
Racial Profiling. Eine qualitative Analyse von Erfahrungen und Sichtweisen von Polizist_innen
(2021)
Anknüpfend an die medial verbreitete Debatte über Racial Profiling des Jahres 2020, beschäftigt sich diese Arbeit mit der Frage nach der subjektiven Wahrnehmung von Polizist_innen auf Racial Profiling. Ausgangspunkt ist das theoretisch hergeleitete Verständnis von Racial Profiling als Form institutioneller Diskriminierung der Polizei. Rassistische Diskriminierung durch die Polizei wird angesichts der Tatsache, dass diese als staatliches Organ eines freiheitlichen auf Menschenrechten basierenden Rechtsstaats agiert, als eine besonders schwerwiegende Form von Diskriminierung verstanden. Als solche ist Racial Profiling zudem durch die Grund- und Menschenrechte verboten. Vor dem Hintergrund dieses Verständnisses, dem aktuellen Stand der Forschung zu Racial Profiling sowie Bezügen zur Polizeikultur und Cop Culture wurde daher eine Untersuchung der Fragestellung vorgenommen. Diese umfasste die Durchführung von Interviews mit Polizeibeamt_innen und eine daran anschließende Analyse derselben mit der Dokumentarischen Methode. Durch eine Rekonstruktion subjektiver Perspektiven wurden Erkenntnisgewinne über die Ausprägung des Spannungsfeldes polizeilicher Arbeit, persönliche Einordnungen und Anknüpfungspunkte für eine produktive Bearbeitung der menschenrechtswidrigen Praxis gewonnen.
Die Erkenntnisse, die aus der Analyse von Interviews mit Polizist_innen gezogen werden konnten, zeigen vor allem eines: Die Wahrnehmungen, Sichtweisen und Erfahrungen der Beamt_innen zum Thema sind so divers, komplex und von Spannungen geprägt, wie es die gesamte Debatte ist. Zwar erkennen alle interviewten Personen die Existenz der Praxis in polizeilichen Tätigkeitsfeldern an, ihre Sichtweisen variieren jedoch. Die Varianzen reichen von differenzierten Betrachtungen der Rahmenbedingungen, welche Racial Profiling bedingen, bis hin zu einem derart ausgeprägtem Fokus auf die eigene Vulnerabilität, dass dieser, gepaart mit dem Verständnis der Polizei als Familie, zu einer faktischen Forderung der Aufhebung der demokratischen Gewaltenteilung führt.
In dieser empirischen Studie wird bei angehenden Lehrkräften der Primarstufe (n =241) anhand von Themen des Sachunterrichts aus den Domänen Wirtschaft (Preisbildung, Funktion von Banken) und Physik (Licht und Schatten, Hebel) untersucht, ob bzw. inwieweit ein Transfer themenbezogener diagnostischer Kompetenz als Facette des pedagogical content knowledge erfolgt. Die Ergebnisse der Interventionsstudie zeigen, dass unter näher zu bestimmenden Voraussetzungen ein Transfer von PCK erfolgen kann.
Im Fokus der kumulativen Dissertationsschrift steht das unterrichtsbegleitende Diagnostizieren von Schüler*innenvorstellungen als wesentliche Komponente individueller Förderung von Schüler*innen im Fachunterricht. Genauer wird der Frage nachgegangen, wie (angehende) Lehrkräfte bei der Aneignung von Fertigkeiten zur Diagnose unterstützt werden können. Exemplarisch wurden als Diagnosegegenstand verschiedene Arten ökologischer Schüler*innenvorstellungen ausgewählt, die sowohl allgemein im Sachunterricht bzw. Biologieunterricht als auch im Kontext einer Bildung für nachhaltige Entwicklung (BNE) von wesentlicher Bedeutung sind.
Racial Profiling. Eine qualitative Analyse von Erfahrungen und Sichtweisen von Polizist_innen
(2021)
Anknüpfend an die medial verbreitete Debatte über Racial Profiling des Jahres 2020, beschäftigt sich diese Arbeit mit der Frage nach der subjektiven Wahrnehmung von Polizist_innen auf Racial Profiling. Ausgangspunkt ist das theoretisch hergeleitete Verständnis von Racial Profiling als Form institutioneller Diskriminierung der Polizei. Rassistische Diskriminierung durch die Polizei wird angesichts der Tatsache, dass diese als staatliches Organ eines freiheitlichen auf Menschenrechten basierenden Rechtsstaats agiert, als eine besonders schwerwiegende Form von Diskriminierung verstanden. Als solche ist Racial Profiling zudem durch die Grund- und Menschenrechte verboten. Vor dem Hintergrund dieses Verständnisses, dem aktuellen Stand der Forschung zu Racial Profiling sowie Bezügen zur Polizeikultur und Cop Culture wurde daher eine Untersuchung der Fragestellung vorgenommen. Diese umfasste die Durchführung von Interviews mit Polizeibeamt_innen und eine daran anschließende Analyse derselben mit der Dokumentarischen Methode. Durch eine Rekonstruktion subjektiver Perspektiven wurden Erkenntnisgewinne über die Ausprägung des Spannungsfeldes polizeilicher Arbeit, persönliche Einordnungen und Anknüpfungspunkte für eine produktive Bearbeitung der menschenrechtswidrigen Praxis gewonnen.
Die Erkenntnisse, die aus der Analyse von Interviews mit Polizist_innen gezogen werden konnten, zeigen vor allem eines: Die Wahrnehmungen, Sichtweisen und Erfahrungen der Beamt_innen zum Thema sind so divers, komplex und von Spannungen geprägt, wie es die gesamte Debatte ist. Zwar erkennen alle interviewten Personen die Existenz der Praxis in polizeilichen Tätigkeitsfeldern an, ihre Sichtweisen variieren jedoch. Die Varianzen reichen von differenzierten Betrachtungen der Rahmenbedingungen, welche Racial Profiling bedingen, bis hin zu einem derart ausgeprägtem Fokus auf die eigene Vulnerabilität, dass dieser, gepaart mit dem Verständnis der Polizei als Familie, zu einer faktischen Forderung der Aufhebung der demokratischen Gewaltenteilung führt.
Die Beziehung zwischen Mensch und Tier, insbesondere die Frage nach der Zulässigkeit menschlicher Tiernutzung (z.B. in Tierversuchen), ist zentrales Thema der philosophischen Tierethik. Auch empirisch haben sich Wissenschaften mit dieser Beziehung befasst und vielfach studentische Einstellungen bezüglich menschlicher Tiernutzung untersucht. Diese meist quantitative Forschung lässt einige Fragen offen; u.a. bleibt unklar, inwieweit neu erworbene (Tier-)Ethik-Kenntnisse das Denken der Studierenden, inkl. ihrer moralischen Einstellung, beeinflussen. Daher widmet sich die vorliegende qualitative Interviewstudie der Frage, welche individuellen Verarbeitungs- und Reflexionsprozesse bezüglich Tiernutzung im Allgemeinen und Tiernutzung in der Forschung im Speziellen durch die Teilnahme an einem Tierethikseminar bei Studierenden hervorgerufen werden. Insgesamt wurden zehn leitfadengestützte Interviews mit Studierenden geführt, die audiodokumentierten Interviews mithilfe der Software MAXQDA transkribiert und nach dem Verfahren der qualitativen Inhaltsanalyse (Kuckartz 2016) ausgewertet. Im Ergebnis zeigt sich u.a., dass die Studierenden selten von extremen expliziten Einstellungsänderungen berichten, stattdessen häufig von einer Bekräftigung und Ausdifferenzierung der schon vor dem Seminar vertretenen Position. Vor allem und am ausführlichsten aber betonen die Studierenden einen veränderten Umgang mit ethischen Fragen und beschreiben eine Entwicklung ihres kritischen Denkens – einer Fähigkeit, die einen zentralen Aspekt einer selbständigen und selbstbestimmten Persönlichkeit darstellt.
Gezi movement is the broadest and most unprecedented social movement of Turkey's recent history. The movement has emerged in Istanbul, diffused just in a few days into 80 cities of the country with the participation of 3.5 million people and uttered crucial issues and demands that accumulated within the Turkish society before its rapid dissolution. The questions of "What the Gezi movement means?" and "What is the emergent Gezi spirit?" have been and will be one of the major problematics for the relevant scholarship. This thesis generates a constructivist grounded theory analysis on one of the most widespread forms of Gezi movement's activism; graffiti. The study is built on the three major theoretical arch stones; social movements, space and graffiti, and in this way, it discovers, interprets and theorises the patterns of Gezi graffiti in order to build an interpretative analysis. The theory that is generated by the study, suggests that beyond all the novel forms of collective identities, actions and discourses, the movement is about the overlooked ancient and chronic issues, which pertain to Turkish social and political formation.
Das Projekt eröffnet aus qualitativer Forschungsperspektive einen Zugang zum Verstehen gewünschter und ungewünschter Schwangerschaften. Ausgehend von Expertinneninterviews, Beobachtungen und vertiefenden Interviews mit geflüchteten Frauen werden relevante Rahmenbedingungen in ihrer subjektiven Bedeutung rekonstruiert. Am Ende steht die Entwicklung einer Analyseheuristik, die hilft, die einzelne Situation in ihrer eigenen Falllogik nachzuvollziehen.