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.

scholarly journals Social Justice Pedagogies in School Health and Physical Education—Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities

2020 ◽  
Vol 17 (18) ◽  
pp. 6904
Author(s):  
Göran Gerdin ◽  
Lena Larsson ◽  
Katarina Schenker ◽  
Susanne Linnér ◽  
Kjersti Mordal Moen ◽  
...  
Keyword(s):  
Social Justice ◽  
Physical Education ◽  
Social Cohesion ◽  
School Health ◽  
Neoliberal Globalization ◽  
Building Relationships ◽  
Health And Physical Education ◽  
Social Inequities ◽  
Social Justice Pedagogies ◽  
The Impact

A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HPE teachers across schools in Sweden, Norway, and New Zealand. The data were analysed following the principles of thematic analysis. In this paper, we present and discuss findings related to three overall themes: (i) relationships; (ii) teaching for social cohesion; (iii) and explicitly teaching about, and acting on, social inequities. Collectively, these themes represent examples of the enactment of social justice pedagogies in HPE practice. To conclude, we point out the difficulty of enacting social justice pedagogies and that social justice pedagogies may not always transform structures nor make a uniform difference to all students. However, on the basis of our findings, we are reaffirmed in our view that HPE teachers can make a difference when it comes to contributing to more socially just and equitable outcomes in HPE and beyond.

scholarly journals Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand

2018 ◽  
Vol 25 (1) ◽  
pp. 273-290 ◽  
Author(s):  
Göran Gerdin ◽  
Rod Allan Philpot ◽  
Lena Larsson ◽  
Katarina Schenker ◽  
Susanne Linnér ◽  
...  
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Physical Education ◽  
School Health ◽  
Neoliberal Globalization ◽  
Health And Physical Education ◽  
Physical Education Teacher Education ◽  
Paper Record ◽  
Social Justice Teaching ◽  
Equitable Outcomes

The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

Inclusive Physical Education: A Critical Discourse Analysis of the Ontario Secondary School Health and Physical Education Curriculum

2021 ◽  
pp. 1-9
Author(s):  
Enid K. Selkirk ◽  
Cheryl Missiuna ◽  
Sandra Moll ◽  
Peter Rosenbaum ◽  
Wenonah Campbell
Keyword(s):  
Discourse Analysis ◽  
Physical Education ◽  
Critical Discourse Analysis ◽  
Inclusive Education ◽  
School Health ◽  
Critical Discourse ◽  
Education Curriculum ◽  
Education Policies ◽  
Health And Physical Education ◽  
Equity And Inclusion

Purpose: Education policies require inclusive practices across student learning environments internationally. In Canada, provinces and territories oversee their own curriculum development. This study presents a critical discourse analysis of how inclusive education is addressed within Ontario’s 2015 Health and Physical Education Curriculum, Grades 9–12. Method: Fairclough and Chouliaraki’s approach to critical discourse analysis, which encompasses structural, linguistic, and interdiscursive analysis, was used to show how language is interwoven within ideologies of physical education to represent inclusivity. Results: Three discourses were identified: (a) the discourse of equity and inclusion, (b) the discourse of opportunity, and (c) the discourse of positive outcomes. The curriculum reflects inclusivity through overt language and intention, holding the possibility for choice and opportunities beyond traditional notions of physical education. Discussion: Concerns included whether ideals presented in the curriculum reflect the realities of “discourse in action.” Transformative discourses within physical education should emerge from the student voice.

Exploring social justice pedagogies in health and physical education through Critical Incident Technique methodology

2020 ◽  
Vol 27 (1) ◽  
pp. 57-75 ◽  
Author(s):  
Rod Philpot ◽  
Wayne Smith ◽  
Göran Gerdin ◽  
Lena Larsson ◽  
Katarina Schenker ◽  
...  
Keyword(s):  
Social Justice ◽  
Physical Education ◽  
Teaching Strategies ◽  
Critical Incident ◽  
Teaching Practice ◽  
Critical Incident Technique ◽  
Research Approach ◽  
Research Project ◽  
Health And Physical Education ◽  
Social Justice Pedagogies

In this paper, we describe and reflect on the Critical Incident Technique (CIT) methodology used to explore how secondary school health and physical education (HPE) teachers address social justice in their teaching practice. The paper is informed by data generated as part of an ongoing three-year international research project involving eight physical education teacher education (PETE) researchers from three different countries. One of the general aims of the project was to develop teaching strategies to assist HPE teachers to refine and develop their practices so that they may become more inclusive and engaging for all students, thus helping contribute to more equitable educational outcomes. The specific aim of this paper is twofold: to describe the methodological framework of the research project and, secondly, to reflect on the challenges encountered in the research process along with the limitations and further potential of this research approach. We argue that the use of CIT methodology has allowed us to document rich descriptions of examples of teaching for social justice and to identify teacher practices that resonate with critical perspectives, or what we have come to call ‘social justice pedagogies’. We conclude by asserting that our use of CIT methodology in this project serves as a political quest to reaffirm the social justice agenda in HPE practice through providing teachers with examples of social justice pedagogies. It is not an attempt to espouse a one-size-fits-all social justice model for HPE since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

scholarly journals Applied Learning Activity for Health and Fitness Students to Advocate for School Playground and Gymnasium Safety

2009 ◽  
Vol 7 (SI) ◽  
pp. 39-47
Author(s):  
Brian F. Geiger ◽  
Jane Roy ◽  
Sandra K. Sims ◽  
Jason S. Fulmore ◽  
Karen A. Werner
Keyword(s):  
Physical Education ◽  
School Health ◽  
Planning Process ◽  
Program Planning ◽  
Learning Activity ◽  
Team Members ◽  
Health And Physical Education ◽  
School Health Program ◽  
Systematic Planning ◽  
College Of Nursing

Playground accidents are a leading cause of injury to children at school and home. Health and physical education faculty and students from a university school of education and college of nursing collaborated with wellness team members in a public school system to complete a systematic planning process. The aim was to enhance the school health program and reduce risk of injuries. University faculty mentored health and physical education students as they developed professional competencies related to program planning and advocacy. Students identified safety hazards in 52 school/community playgrounds and 45 gymnasiums, and reported maintenance issues to reduce the risk of injuries. Teachers, parents, students and community residents can learn to assess playground and gymnasium safety, identify hazards, and plan improvements to the school health environment.

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