Health inclusive education

Abstract

When considering the relevance of contemporary learning theories to health education and promotion work in schools it is necessary to inspect the kinds of discourses used therein for how they understand and thereby constitute people and their worlds. For instance, contemporary educational practices, teaching and learning included, are dominated by constructivist theory and its person-in-the-world purview. It follows that from these discourses potentials for inclusion (and exclusion) emanate helping to constitute the very form and nature of our schools. This paper contributes to an ongoing explication of existing and persisting discursive conditions in the cultural politics of education focussing on how these inform teaching and learning in health-education. By critically examining the purposes of contemporary educational practice and the theoretical precepts which support its activities we move closer to being able to realise the possibilities of a refocused kind of work. Such practice is dedicated to engaging meaning as it is applied by those in the living of their daily lives and accordingly decentres teaching and learning to enable health inclusive education.

Student Wellbeing and the Therapeutic Turn in Education

“…This invites engagement from a range of standpoints, and particularly valuable for the present discussion are philosophical (Cigman, 2012;Hyland, 2006) and critically oriented psychological perspectives (Corcoran, 2012). Whatever the disciplinary position, and whether theoretically or empirically oriented, acknowledgment of the complexity of this cultural turn is crucial.…”

“…Indeed, the rise of 'therapeutic education' (Ecclestone & Hayes, 2009;Nolan, 1998) has been the subject of considerable discussion, both in the public arena and in scholarly analysis (Cigman, 2012;Corcoran, 2012;Hyland, 2006;Nolan, 1998;Scott, 2008;Wright, 2011b). In light of ongoing debate, this article offers critical and historical perspectives on the therapeutic turn in education.…”

Between education and psychology: school staff perspectives

“…Informed by a critical psychological perspective, a primary consideration for educators should be the recognition of how notions of dualism inculcate learning theory and practice (Corcoran 2012b). A dualist ontology, which provides the foundation for most psychological theory, seeks to separate the person (or subject) from the world (point 3 above).…”

Arethe kids alright? Relating to representations of youth

“…79-81). This compelling perspective bears significant implications for how social policy and programming operationalises relational action and conceptualises notions of well-being (Corcoran, 2012). The kind of approach used by Ungar is made possible by social constructionist theory (Gergen, 2009;Shotter, 1993).…”