HPE teachers’ negotiation of environmental health spaces: discursive positions, embodiment and materialism

Abstract

A National Curriculum in Health and Physical Education (HPE) has recently been developed in Australia. This new curriculum reflects, among other educational priorities, both environmental sensitivities and a commitment to the enhancement of young people's health and wellbeing. HPE is one of the key sites in the curriculum where a focused consideration of the relationship between the environment and health is possible. However, to date no research has considered the ways that HPE teachers might recognise and negotiate these spaces. The research described in this paper addresses this gap through an analysis of semi-structured interviews with generalist primary and specialist secondary HPE teachers, drawing on a 'narrative ethnography' approach derived from cultural geography. This analysis highlights the consequences of the absence of a knowledge tradition that explicitly links the fields of the environment and health in HPE. Participants who were able to conceptualise environmental health almost exclusively drew on dominant neoliberal and risk discourses. At the same time, teachers' embodied histories and affective encounters with non-human nature helped them to rupture or challenge dominant assumptions about environmental health. We argue that corporeal knowledge developed through embodied experiences has the potential to assist teachers in formulating environmental health in ways that highlight how interactions with the environment might enhance health and wellbeing. HPE TEACHERS' NEGOTIATION OF ENVIRONMENTAL HEALTH SPACES: DISCURSIVE POSITIONS, EMBODIMENT & MATERIALISM AbstractA National Curriculum in Health and Physical Education (HPE) has recently been developed in Australia. This new curriculum reflects, among other educational priorities, both environmental sensitivities and a commitment to the enhancement of young people's health and wellbeing. HPE is one of the key sites in the curriculum where a focused consideration of the relationship between the environment and health is possible. However, to date no research has considered the ways that HPE teachers' might recognise and negotiate these spaces. The research described in this paper addresses this gap through an analysis of semi structured interviews with generalist primary and specialist secondary HPE teachers', drawing on a 'narrative ethnography' approach derived from cultural geography. This analysis highlights the consequences of the absence of a knowledge tradition that explicitly links the fields of the environment and health in HPE. Participants who were able to conceptualise environmental health almost exclusively drew on dominant neoliberal and risk discourses. At the same time teachers' embodied histories and affective encounters with non-human nature helped them to rupture or challenge dominant assumptions about environmental health. We argue that corporeal knowledge developed through embodied experiences has the potential to assist teachers in formulating environmental health in ways that highlight how interactions with the enviro...

Identifikasi dan pemetaan gaya belajar siswa dalam pendidikan jasmani (studi pada sekolah dasar rural dan urban)

“…Penelitian ini dilaksanakan pada dua jenis subjek dengan latar belakang geografis yang berbeda. Subjek pertama adalah siswa yang berada pada daerah rural dimana jauh dari pusat pemerintahan sedangkan subjek kedua berada pada daerah di pusat pemerintahan (Taylor et al, 2016). Pendefinisian ini penting mengingat kondisi geografis akan turut mewarnai orang yang berada di sekitarnya (Fitzpatrick, 2013).…”

“…Fondasi teori yang dikemukakan oleh Fitzpatrick (2013) dan Taylor et al (2016) seperti yang dijelaskan sebelumnya berlaku pada karakter manusia di dalamnya, tidak terkecuali siswa di bangku sekolah. Siswa merupakan subjek berpikir yang tumbuh dan berkembang seiring dinamika lingkungan yang menaunginya.…”

Environmental attunement in the health and physical education canon: emplaced connection to embodiment, community and ‘nature’

“…Overlapping environmental and citizen health priorities are often foregrounded in national, social and political debate (Madsen et al, 2015;Patrick et al, 2015;Petersen & Lupton, 2000), however there are few attempts to specifically address the possibilities for 'thinking' and 'making' environmental links within H/PE (Taylor et al, 2016) and its links to sport. While we accept that a person's surrounding conditions constitute part of what we are referring to as 'environment', we want to call for a more expansive and political approach to the concept.…”

Public health pedagogy and technology as a mode of existence

“…Hopefully, however, we have highlighted some of the utility of Latour's worldview for researchers interested in grappling with new ways of engaging with health education. Moreover, we hope we have hinted at the broader "compositionist agenda" (Latour, 2010) that lies at its heartnamely, the difficult, but necessary diplomatic task of composing and inhabiting a common world shared by those human and nonhuman Others whose existence and franchise modernity has routinely denied or ignored (see Hokowhitu, 2014;Taylor, Wright & O'Flynn, 2016).…”