In this essay, we tackle the challenge of adapting the dominant way we think about health in the United States—through an individualistic, technocratic, biomedical lens—to address social problems rooted in structural inequality. As scholar activists, the authors participated in a coalition effort to improve community health in a postindustrial New Jersey city. Adopting a social determinants of health perspective, we describe efforts to move discourse away from wellness and toward a deeper understanding of the role of education and learning in building a "culture of health." The essay discusses how this structural analysis of health competed with much more narrow cultural understandings of education and health rooted in a pervasive wellness ideology. Coalition success hinged on correctly identifying the obstacles to health and learning in the community as understood by community members: violence emerged as a pressing obstacle that impeded both learning and health. Once we clarified a shared understanding of health as learning and a common understanding of violence as the most immediate obstacle to health as learning—our coalition was energized and made progress.

中文翻译：

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受教育致健康：新泽西州奥兰治的健康干预文化

在本文中，我们将通过个人主义，技术专家制，生物医学的视角来应对适应美国对健康的主流思考方法所面临的挑战，以解决根源于结构性不平等的社会问题。作为学者活动家，作者参加了在新泽西州一个工业化后城市改善社区健康的联盟活动。我们采用健康问题的社会决定因素来描述为使话语从健康转向更深入地了解教育和学习在构建“健康文化”中的作用而做出的努力。本文讨论了这种对健康的结构分析如何与根植于普遍的健康意识形态的对教育和健康的更为狭narrow的文化理解相抗衡。联盟成员的成功取决于联盟成员正确地认识到社区健康和学习的障碍：暴力是阻碍学习和健康的紧迫障碍。一旦我们阐明了对健康即学习的共同理解和对暴力是对健康即学习的最直接障碍的普遍理解，我们的联盟就充满了活力并取得了进步。