Drawing on the accounts of literacy as socioculturally situated, this 2-year ethnography explores Bhutanese adult refugees’ health literacy at the intersection of their culture and experiences. This study illustrates the multifaceted relations between health literacy, culture, integration, and empowerment. This study indicates health literacy as sociocultural practice. Health literacy is mediated by Bhutanese adults’ oral tradition, language, education, and experiences over time. This study highlights health literacy as sociocultural participation—it resides in individuals’ community engagement. Rather than simply describing their limited functional health literacy as “a big problem,” this study recognizes Bhutanese adults’ ability to take action to improve personal and community health. This study challenges the deficit view rooted in adult literacy. It advocates integrating health literacy into adult literacy education to raise public awareness that health literacy promotes social justice, human rights, and world citizenship. Implications for a bottom-up approach to health literacy education are provided.

中文翻译：

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美国不丹成年难民中的健康素养：社会文化方法

这份为期两年的人种志借鉴了社会文化素养的描述，从文化和经验的交汇处探讨了不丹成年难民的健康素养。这项研究说明了健康素养，文化，融合和授权之间的多方面关系。这项研究表明健康素养是社会文化实践。健康素养是由不丹成年人的口头传统，语言，教育和随着时间的经历所介导的。这项研究强调了健康素养作为社会文化的参与-它取决于个人的社区参与。这项研究并没有简单地将他们有限的功能健康素养描述为“一个大问题”，而是认识到不丹成年人采取行动改善个人和社区健康的能力。这项研究挑战了源自成人识字率的赤字观点。它主张将健康素养纳入成人素养教育中，以提高公众对健康素养促进社会正义，人权和世界公民意识的认识。提供了对自下而上的健康素养教育方法的启示。