In adolescent health promotion, the use of student-produced public artifacts as a learning and dissemination mechanism draws on the PhotoVoice tradition described by Caroline Wang and Mary Ann Burris (1997) and the peer education tradition described by Graham Turner and Jonathan Shepherd (1999).
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The Short Version
The claim is largely supported, but the connection is partly inferential. The literature clearly ties PhotoVoice to Wang and Burris (1997) and peer education to Turner and Shepherd (1999), and student-created public artifacts in adolescent health promotion reasonably draw from both ideas. However, no strong source explicitly presents this as a formal two-tradition framework.
Caveats
No high-authority source in the record explicitly defines student-produced public artifacts in adolescent health promotion as a formal synthesis of PhotoVoice and peer education.
PhotoVoice originally emphasized participatory community advocacy, not specifically student-to-student learning or dissemination.
Peer education is well established in adolescent health promotion, but its classic literature focuses more on interpersonal communication than on artifact creation.