Exploring Mexican adolescents' perceptions of environmental health risks: a photographic approach to risk analysis

The objective of this study was to explore Mexican adolescents' perceptions of environmental health risks in contaminated urban areas, and to test the environmental photography technique as a research tool for engaging adolescents in community-based health research. The study was conducted with 74 adolescents from two communities in the city of San Luis Potosi, Mexico. Participants were provided with disposable cameras and asked to take photographs of elements and situations which they believed affected their personal health both at home and outside their homes. They were also asked to describe each photograph in writing. Photographs and written explanations were analyzed by using quantitative and qualitative content analysis. Risk perception plays a crucial role in the development of Risk Communication Programs (RCPs) aimed at the improvement of community health. The photography technique opens up a promising field for environmental health research since it affords a realistic and concise impression of the perceived risks. Adolescents in both communities perceived different environmental health risks as detrimental to their well-being, e.g. waste, air pollution, and lack of hygiene. Yet, some knowledge gaps remain which need to be addressed

Dealing with heritage as curricular content in Spain’s Primary Education

Producción CientíficaWithin the educational system, heritage-related curriculum design and contents constitute a key factor in the sustainable preservation of heritage since only what is known and valued can be protected and preserved. Whether heritage education involves the inclusion of new materials in the curriculum, or the use of innovative approaches in handling heritage-related contents that are already present in the several curricular areas in order to facilitate their teaching and promote heritage awareness, the fact remains that the curriculum itself becomes an important player. Our research aims at analysing the way heritage is approached in the 17 Decrees regulating the Primary Education curriculum in the Spanish territory. The results show that the methodological criterion used in the teaching-learning of heritage is the sensitisation sequence: Knowing, Understanding, Respecting, Valuing, Sensitising, Taking Care, Transmitting, Heritagising and Identising. On the other hand, there are major differences across Spain’s regions regarding heritage awareness and curricular coverage: an issue that should be borne in mind in curriculum revision processes and in the design of academic programmes targeted at future teachers in order to secure the quality of heritage education.Ministerio de Economía y Competitividad - (Proyectos EDU2012-37212 y EDU2015-65716-C2-2-R