Engaging with normativity in health education research

Simovska, Venka; Primdahl, Nis Langer; Jensen, Anders Skriver

doi:10.4324/9781351048163-19

Cited by 3 publications

(6 citation statements)

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“…Therefore, when planning the content and teaching of health, teachers should discuss the purpose, desired outcomes and content of the teaching. Bildung is a central concept in Klafki's didactic theory and can be used to highlight some of the issues in this respect (Simovska et al, 2020). Bildung relates to the question of what it means to be a cultivated human being and how education can respond to this question (Klafki, 2000).…”

Section: Health As a Didactic Phenomenonmentioning

confidence: 99%

“…Klafki (2000Klafki ( , 2001a argues that Bildung is about learning to engage with conflicting interests and individual interests. Given that we understand health as a social practice and view Bildung as part of didactic decisions, then education concerning health should include ethical, relational and critical discussions rather than predetermined knowledge transfer and individual behaviour regulation (Simovska et al, 2020). Klafki (2000) also describes didactic analysis as the core of preparation for teaching.…”

Section: Health As a Didactic Phenomenonmentioning

confidence: 99%

“…In this project, in which health is based on a salutogenic approach, there is a need to ask questions other than those asked in a pathogenic approach (Antonovsky, 1979; Simovska et al, 2020). The questions should be connected to health resources or barriers to health development rather than risk avoidance (McCuaig and Quennerstedt, 2018; Quennerstedt, 2019b).…”

Section: Introductionmentioning

confidence: 99%

“…When discussing the why, what and how of health as a topic in PE, it is important to bear in mind that the teaching of health is a social practice where the questions being asked are related to oneself, to others and to the world we live in (Simovska et al, 2020). Therefore, when planning the content and teaching of health, teachers should discuss the purpose, desired outcomes and content of the teaching.…”

Section: Introductionmentioning

confidence: 99%

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Teaching health in physical education: An action research project

Mong

Standal

2022

European Physical Education Review

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In the Norwegian curriculum for physical education (PE), health is one of several topics students should learn about. However, the way in which many educators conceptualize health can impact both what students learn and how health is taught in PE. According to Mong and Standal (2019) , differences in terms of the conceptualizations of health can also lead to differences in teachers’ didactical approaches. This article is based on an action research project in which the overall goal was to investigate how didactic work can contribute to developing the teaching of health in PE. The project included an action research phase and qualitative interviews. The project, conducted in Norway, lasted almost one school year and was divided into two units. One teacher and 48 students aged 14–15 years participated in the action research project, which included eight lessons. We conducted qualitative interviews with the teacher and six students after the completion of the action research phase. In our analysis, we identified three topics addressed by both the students and the teacher, namely ‘the use of logbooks as a method for reflection’, ‘awareness of health as a knowledge object’ and ‘developing confidence in how to teach health’. Through the use of a didactic approach to health, both the students and teacher developed new reflections on and awareness of health. The findings indicate that it was professional development which subsequently impacted didactic decisions, dialogues about how health was taught and the teacher’s confidence in teaching health.

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Section: Health As a Didactic Phenomenonmentioning

confidence: 99%

Section: Health As a Didactic Phenomenonmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching health in physical education: An action research project

Mong

Standal

2022

European Physical Education Review

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“…The idea that the purpose of research is not only to describe, understand and interpret, but to change the world is not new -it goes back to the 19th century (Marx, 1834(Marx, [1992) and was further developed by scholars within the continental critical theory tradition (e.g. Habermas, 1968Habermas, /1971; see also Simovska, Primdahl and Jensen, 2020). To this idea, Foucault adds the transformative character of the research www.outlines.dk experience for the researcher, and the interconnectedness of these trajectories or lines of transformation.…”

mentioning

confidence: 99%

Making of Wellbeing Measurement:

Simovska

O'Toole

2021

Outlines

Self Cite

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In this paper, we propose a ‘study protocol’ for researching the becomings of the Danish national wellbeing survey for schools. We engage with the idea of a published research protocol that originates from positivist research paradigms and medical research in particular. Within these paradigms, protocol serves the purpose of ensuring the objectivity and replicability of the research in question, and provides a sense of security to the researcher in terms of the quality of the research design. In contrast, with ideas of transmethodology in mind, we suggest a protocol that endeavours to support researchers to engage with ambiguity, uncertainty and singularity in research while still being attentive to quality. We suggest a protocol that helps de-stabilize the concept of wellbeing in schools and looks at how wellbeing as an object of measurement is (re)configured, who the human and non-human actors involved are, and what effects their assembling produces. These questions require research practices that acknowledge the complexities of the human condition and the richness of the social and material world. Instead of suggesting a “paradigm shift”, we are inspired by Patti Lather, who argues for a proliferation of paradigms, where proliferation refers to forming a pattern of interference. In other words, proliferation calls for reflection on the inconsistencies, confusion, disorganization of the research process, and both our need and caution to position ourselves epistemologically and ontologically. The protocol we suggest deploys diverse, sometimes complementary, sometimes contrasting methods, analytical strategies or theoretical perspectives in order to explore the problem at hand and engage with the ironies, tensions and uncertainties inherent to research.

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Untangling the threads of school wellbeing: Underlying assumptions and axes of normativity

Primdahl,

Simovska

2024

British Educational Res J

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At present, the concept of wellbeing in schools appears more muddled than ever, encompassing an even wider range of meanings, connotations and dimensions than when it first gained currency two decades ago. Drawing upon a systematic literature review on wellbeing in schools, this article conceptualises the normative tensions underpinning the understandings of wellbeing in schools and related critical discussions. Guided by the claim that educational notions of wellbeing are not neutral but always laden with values and interwoven with expansive ideas about what education in general, and school wellbeing in particular, should be and do, we analyse a range of conceptualisations by illuminating the underlying normative assumptions. Our argument is that the concept of wellbeing is not only shaped by but also subject to opposing forces and inherent tensions. We outline three ‘axes’ to highlight these central points of tension characterising the conceptualisations of wellbeing in the literature, thereby shedding light on the normative underpinnings. The three axes portray a spectrum of perspectives, moving from individual skills, competencies and affective states, through approaches that underscore the relational nature of wellbeing and the importance of interpersonal relationships, to more comprehensive conceptualisations that construe wellbeing as interconnected with aspects of the whole‐school environment and broader societal dynamics. Our conceptual analyses suggest that parallel to the concept of subjectivity, wellbeing can be construed as either detached, value‐neutral and decontextualised, or as enacted in specific social realms and co‐created in the interplay between interpersonal interactions and socio‐material dynamics.

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Engaging with normativity in health education research

Cited by 3 publications

References 1 publication

Teaching health in physical education: An action research project

Teaching health in physical education: An action research project

Making of Wellbeing Measurement:

Untangling the threads of school wellbeing: Underlying assumptions and axes of normativity

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