Race and culture in the secondary school health and physical education curriculum in Ontario, Canada

2018 ◽  
Vol 118 (2) ◽  
pp. 144-158 ◽  
Author(s):  
LeAnne Petherick
Keyword(s):  
Physical Education ◽  
Health Education ◽  
Secondary School ◽  
Teaching Strategies ◽  
School Health ◽  
Content Type ◽  
Health And Physical Education ◽  
Entry Points ◽  
Race And Culture ◽  
Curriculum Document

Purpose The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada. Design/methodology/approach Using Ontario’s secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens to identify how cultural and race identities are positioned in contemporary health education documents. The curriculum document and its newest strategies for teaching are the focus of analysis in this conceptual paper. Findings Within the curriculum new teaching strategies offer entry points for engaging students in learning more about culture and race. In particular, First Nation, Métis and Inuit identities are noted in the curriculum. Specifically, three areas of the curriculum point to topics of race and culture in health: eating; substance use, abuse and additions; and, movement activities. Within these three educational areas, the curriculum offers information about cultural practices to teach about what it means to understand health from a cultural lens. Social implications The HPE curriculum offers examples of how Ontario, Canada, is expanding its cultural approaches to knowing about and understanding health practices. The acknowledgment of First Nations, Métis and Inuit health and cultural ways of approaching health is significant when compared to other recently revised HPE curriculum from around the globe. The teaching strategies offered in the curriculum document provide one avenue to think about how identity, culture and race are being taught in health education classrooms. Originality/value First, with limited analysis of health education policy within schools, the use of critical theory provides opportunities for thinking about what comes next when broadening definitions of health to be more inclusive of cultural and race identity. Second, curriculum structures how teachers respond to the topics they are delivering, thus how HPE as a subject area promotes healthy practices is highly relevant to the field of health education. This paper provides an important acknowledgment of the educative work being undertaken in the revision of HPE curriculum.

scholarly journals Perceptual Study of Instructor Physical Education and Students regarding the Use and Adaptation of Innovative Teaching Strategies in Physical Education at Higher Secondary School Level

2018 ◽  
Vol I (I) ◽  
pp. 27-31
Author(s):  
Awias Arif ◽  
Muhammad Asghar Khan ◽  
Muhanmad iftekhar khan
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Teaching Strategies ◽  
School Level ◽  
Modern Concept ◽  
College Level ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Health And Physical Education ◽  
Secondary School Level

The modern concept of physical education is of a very vast discipline and is no more confined to games and sports only. This wide scope of physical education demands very specific concentration and effective teaching planning, in order to take full advantage of the discipline, which can be passed on to students. The particular study is also a try through which researcher wants to develop the field of sports sciences and physical education. In order the researcher conduct the study under the topic "Perception of instructor physical education and students regarding the use and adaptation of innovative teaching strategies in physical education at higher secondary school level and students about the use and adaptation of innovative teaching strategies in physical education at degree college level of KP Pakistan" quantitative method as well as cross-sectional approach design was adopted for the complication and investigating the existing phenomena. All the IPEs and students at higher secondary school of KP was the population of the study. A 969 respondent was taken as sample using LR Gay method for the current study. Self-administered questionnaire was use for the data collection. Inferential statistic (t-test ) adopted to test the set hypotheses. It was concluded that IPEs and students agreed upon the use and adaptation of innovative teaching strategies with reference to health and physical education at higher secondary school level.

In search of the socially critical in health education

2018 ◽  
Vol 118 (2) ◽  
pp. 117-130 ◽  
Author(s):  
Jan Wright ◽  
Gabrielle O’Flynn ◽  
Rosie Welch
Keyword(s):  
Physical Education ◽  
Health Education ◽  
Young People ◽  
Behaviour Change ◽  
Critical Approach ◽  
Content Type ◽  
Health And Physical Education ◽  
Inquiry Approach ◽  
Conditions Of Possibility ◽  
Practical Implications

Purpose Health education still tends to be dominated by an approach designed to achieve individual behaviour change through the provision of knowledge to avoid risk. In contrast, a critical inquiry approach educates children and young people to develop their capacity to engage critically with knowledge, through reasoning, problem solving and challenging taken for granted assumptions, including the socially critical approach which investigates the impact of social and economic inequalities on, for example, health status and cultural understandings. The purpose of this paper is to explore the conditions of possibility for a socially critical approach to health education in schools. It examines the ways in which preservice health and physical education (HPE) teachers talked about their experiences of health education during their school-based practicum. Design/methodology/approach In total, 13 preservice HPE teachers who were about to graduate with a Bachelor of Health and Physical Education from a university in New South Wales, Australia were interviewed for the study. Five group interviews and one individual interview were conducted. The interviews were coded for themes and interpreted drawing on a biopedagogical theoretical framework as a way of understanding the salience of particular forms of knowledge in health education, how these are promoted and with what effects for how living healthily is understood. Findings The HPETE students talked with some certainty about the purpose of health education as a means to improve the health of young people – a certainty afforded by a medico-scientific view of health imbued with individualised, risk discourses. This purpose was seen as being achieved through using pedagogies, particularly those involving technology, that produced learning activities that were “engaging” and “relevant” for young people. Largely absent from their talk was evidence that they valued or practiced a socially critical approach to health education. Practical implications This paper has practical implications for designing health education teacher programmes that are responsive to expectations that contemporary school health education curricula employ a critical inquiry approach. Originality/value This paper addresses an empirical gap in the literature on the conditions of possibility for a socially critical approach to health education. It is proposed that rather than challenging HPE preservice teachers’ desires to improve the lives of young people, teacher educators need to work more explicitly within an educative approach that considers social contexts, health inequalities and the limitations of a behaviour change model.

Health education for deaf Romanian children: parents’ opinions

2019 ◽  
Vol 119 (5/6) ◽  
pp. 341-349
Author(s):  
Laura Ionescu ◽  
Lacramioara Ursache ◽  
Adelina Nicolae ◽  
Adriana Conea ◽  
Cristian Potora ◽  
...  
Keyword(s):  
Health Education ◽  
Communication Technology ◽  
School Health ◽  
Healthy Lifestyle ◽  
Smoking Prevention ◽  
Educational Activities ◽  
Content Type ◽  
North West ◽  
School Based ◽  
School Health Education

Purpose The purpose of this paper is to focus on parents of children with hearing disabilities from Romania and has three objectives. First, it assesses their characteristics regarding use of communication technology. Second, it investigates their opinions regarding the importance of school-based education for healthy lifestyle promotion among their children. Third, it evaluates the availability for their involvement in educational activities using face-to-face approach and communication technology dedicated to helping parents to promote healthy lifestyle among their children, as well as factors which influence this availability. Design/methodology/approach The study was performed in October–November 2015 in two schools deserving children with hearing disabilities from North-West part of Romania. Anonymous questionnaire were filled in by 182 parents. Findings The majority of parents recognize the importance of school-based health education and more than 77 per cent totally agree that it should include issues regarding healthy nutrition, promotion of physical activity and smoking prevention. In total, 80.2 per cent of the parents declared that they are interested to participate in educational activities organized periodically at school and 66.5 per cent declared their interest in educational activities developed through communication technology in order to help them to stimulate the adoption of healthy lifestyle among their children. The availability was influenced by residence, educational level, understanding the importance of parents’ involvement, characteristics regarding the use of communication technology. Originality/value This represents the first study from Romania investigating the opinions and availability for their involvement with regard to school health education among parents of children with hearing deficiencies. The results have several implications for health education among children with hearing deficiencies and their parents.

scholarly journals Teaching for Student and Societal Wellbeing in HPE: Nine Pedagogies for Social Justice

2021 ◽  
Vol 3 ◽  
Author(s):  
Göran Gerdin ◽  
Rod Philpot ◽  
Wayne Smith ◽  
Katarina Schenker ◽  
Kjersti Mordal Moen ◽  
...  
Keyword(s):  
Social Justice ◽  
Physical Education ◽  
School Health ◽  
School Curriculum ◽  
Health And Physical Education ◽  
Global Migration ◽  
Health And Wellbeing ◽  
Whole School ◽  
Social Inequities ◽  
Societal Level

We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective, and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.

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