Objective: To ascertain teachers’ articulation and experiences of navigating dilemmas that inhibit and/or enable the fostering of health literacy in primary school settings. Design: Qualitative analysis of teachers’ written reflections on introducing health literacy into their school and classroom. Setting: Tasmania, Australia. Method: Eighty-four teachers in five primary schools participated in the HealthLit4Kids programme. Teacher reflections were collected at the conclusion of the first year of the programme and assessed using Windschitl’s Dilemmas to identify recurrent themes raised by the conceptual, pedagogic, cultural and political dilemmas teachers faced. Results: Key dilemmas faced by teachers concerned the development of a whole-of-school approach, student engagement and professional development. Conclusion: Internationally few health literacy programmes for primary schools exist. The theory developed from the themes identified in this study will inform future health literacy programme design and implementation strategies. Purposeful consideration of each theme will guide their success, scalability and sustainability. Future research on the role of constructivist teaching styles in health literacy development in the school setting is urgently required.

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This research paper centres on a pilot study where a/r/tography, an artsbased methodology, was implemented into a sport and exercise research context. A/r/tography is yet to be employed in this particular research context; therefore, an emphasis is placed on exploring the versatility and feasibility of this methodology when applied to the field of sport and exercise. In addition, we explore whether a/r/tography offers anything new and/or unique in comparison to other arts-based research that has already been conducted in this domain. In the paper that follows, we outline what a/r/tography is; why it could be considered as a methodological approach in sport and exercise research; and how it has been used in other research domains such as the social sciences. The remainder of the paper is dedicated to outlining the method that was undertaken in the a/r/tographic inquiry. A/r/tography was implemented with one swimmer participant and focused on the 'normalised' yet destructive 'slim to win' body practices found to be occurring in swimming culture. Four interrelated parts of the a/r/tographic inquiry process are highlighted so other sociocultural sport researchers can understand how to implement the approach. The feasibility and educative outcomes of the methodology are also discussed. The final section of the paper outlines the learning outcomes for the swimmer participant after engaging with the a/r/tographic inquiry process. A critical discussion is also presented outlining whether a/r/tography offers anything new than other arts-based research. Preface *Justine (pseudonym), my coach tells me about my weight every day and if I miss a session, he will go on about how I need to lose so much weight. And he's like, 'you used to be fit but look at the size of you now!' He always mocks me about it. And like I haven't even put much weight on and the only reason was because I was depressed with my living situation. I have been working so hard to get it off and I have, but when I tell my coach that I have lost weight, he just looks me up and down and laughs. I am living with this new family and it is heaps better but the parents always make comments about my weight when the Dad is obese himself. And as well as all of that, my gym coach says in front of the whole squad every gym session about how much weight I need to lose. Like I understand that they are doing it because they care but it is too much to hear every single day. As I (Author 1) reflect on this recent conversation with a young swimming friend, I find myself being really affected by it, not because I can resonate from my own experiences as a swimmer, and not because I am surprised that this kind of thing is still happening in Australian swimming culture. This conversation really ARTICLE HISTORY

A significant contention underpinning the commentary around STEM / STEAM is the evidence of discipline hierarchies, and inherent binary perspectives and/or biases that lend themselves to privileging one or more disciplines over another in an interdisciplinary education context. The current focus on increasing engagement with STEM in Australian schools provides opportunities to explore how the creative and liberal arts, and arts‐based approaches to teaching and learning are being adopted to significantly enhance teaching and learning outcomes in and for STEM education. This article examines how design for a STEAM education programme evolves and is adopted in an Australian context. Tasmania represents one of the most vibrant creative communities in Australia. At the same time it has one of the lowest levels of educational attainment. Entrenched teaching habits and disciplinary hierarchies often create significant barriers to the implementation of STEAM despite genuine goodwill and enthusiasm for STEAM among teachers and within schools. This article argues that, despite the contrasting dynamics extant in the Tasmanian educational context, it is here that some of the nation’s most curious and exciting examples of STEAM teaching and learning have emerged. It offers an example of an innovative learning project and proposes the means by which these disciplinary strands have been effectively entwined.

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