School Health Education in Changing Times

Leahy, Deana; Burrows, Lisette; McCuaig, Louise; Wright, Jan; Penney, Dawn

doi:10.4324/9781315887449

Cited by 38 publications

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“…Giroux (2004) was a strong advocate for connecting informal and formal modes of learning to develop young people's critical thinking skills in relation to the media, and his advocacy is reflected in more recent public pedagogy scholarship (Andersson & Öhman, 2017; Burdick & Sandlin, 2013; Rich & Miah, 2014). Similar to arguments for the use of critical pedagogies in physical education (see Leahy, Burrows, McCuaig, Wright, & Penney, 2016; Powell & Fitzpatrick, 2015) or strengths-based approaches (see McCuaig et al., 2013), Giroux (2004, p. 66) argued that educators should develop ‘context-dependent learning that takes account of student experiences and their relationships to popular culture’. In this sense, the content and how this is shaped by the user and the interactive functionalities (Figure 1) could be used to frame classroom discussions.…”

Section: Discussionmentioning

confidence: 97%

“…In this sense, the content and how this is shaped by the user and the interactive functionalities (Figure 1) could be used to frame classroom discussions. In keeping with Giroux (2004), however, critical and strengths-based approaches are important ways of framing critical inquiry to ensure that young people can discuss their experiences in ways that do not marginalize their understandings and behaviours (Leahy et al., 2016; McCuaig & Quennerstedt, 2016). In practice, we therefore encourage relevant adults (e.g.…”

Section: Discussionmentioning

confidence: 99%

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Young people and their engagement with health-related social media: new perspectives

Goodyear

Armour

Wood

2018

Sport, Education and Society

172

145

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Young people are increasingly turning to social media for health-related information in areas such as physical activity, diet/nutrition and body image. Yet, there are few robust empirical accounts of the content and form of the health-related material young people access and attend to, or the health-related content they create and share. Furthermore, there is little guidance from research or policy on young people's engagement with health-related social media. This leaves many relevant adults ill-equipped to protect young people from the negative influences of social media and to optimize the potential of social media as a medium for health promotion. This article presents new evidence on young people's engagement with social media and the influences they report on their health-related behaviors. The research was undertaken with 1296 young people (age 13–18) using a participatory mixed methods design. Initially, a public pedagogy [Giroux, 2004. Public pedagogy and the politics of neo-liberalism: Making the political more pedagogical. Policy Futures in Education, 2, 494–503] theoretical framework was used to guide data analysis but this was found to be limiting. An adapted framework was developed, therefore, drawing on Miller et al. [2016. How the world changed social media. London: UCL Press] and Lomborg [2011. Social media as communicative genres. Journal of Media and Communication Research, 51, 55–71] to account for the unique ways in which pedagogy operates in a social media context. Young people accessed and used a range of health-related information on body transformations, diet/nutritional supplements or recipes and workouts/exercises, albeit in different ways. Moreover, young people identified five forms of content that influenced their understandings and behaviours: (i) automatically sourced content; (ii) suggested or recommended content; (iii) peer content; (iv) likes; (v) reputable content. The findings also suggest that relevant adults can reduce risk and realize more of the positive impacts of social media for young people by focusing on content, and the ways in which content is shaped in the interplay between interactive functionalities of social media (e.g. likes and followers) and young people's social uses of social media (e.g. friends, information).

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Young people and their engagement with health-related social media: new perspectives

Goodyear

Armour

Wood

2018

Sport, Education and Society

172

145

View full text Add to dashboard Cite

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“…In its contemporary curricular form, health education in Australia is connected to the physical education in the ‘learning area’ of Health and Physical Education. Elsewhere, health education can find itself differently named and positioned (Leahy et al, 2016). Regardless of its name and its curricular affiliation, over time, school health education has largely been directed towards ensuring that young people make ‘healthy’ decisions as autonomous proto-citizens, about their own health as well as others (Gard and Leahy, 2009; Vander Schee, 2008).…”

Section: Introductionmentioning

confidence: 99%

Reimagining digital health education: Reflections on the possibilities of the storyboarding method

Lupton

Leahy

2019

Health Education Journal

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Objectives: To use the design method of storyboarding to challenge pre-service health education teachers to work together to think creatively and differently about digital health, to introduce pre-service teachers to the method as a pedagogical technique for use in their own classrooms, to experiment with our methods as a design sociology research project and to analyse the materials generated by the participants. Design: Storyboarding, a design research method for engagement and research that invites participants to generate a narrative using images and words, was used. Setting: We conducted a 3-hour workshop using storyboarding as part of an Australian university programme for pre-service health education teachers. Method: Following an introduction to the sociology of digital health and the possibilities of design methods, the pre-service teachers were formed into groups. Each group was provided with guidelines for imagining a new digital health device. They worked in their groups to generate a narrative in a storyboard format that described how this device would be used as part of everyday life. The groups then presented their storyboard to the class. The storyboards provided the research materials for analysing the sociotechnical imaginaries concerning digital health they presented. Results: We found that the storyboarding method worked well as an engaging and creative exercise for the participants and to generate insights for us as researchers on the ways in which they conceptualised and imagined the role of digital health technologies. However, despite attempts to educate the pre-service teachers in critical thinking in the lead-up to the workshop that emphasised the sociocultural and political contexts of health behaviours, their storyboards largely presented visions of digital health technologies that relied on individualistic behaviour change. Conclusion: After reflecting on the process, our conclusions provide some ideas for the way forward in using storyboarding as a transformative pedagogical and research tool.

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“…These tensions are both a stimulus for thinking about critical approaches to, and the bases for the unresolved divisions in, the field. Recently, scholars have insisted that the critical project has reached a ‘stalemate’ (Fernández-Balboa, 2017), and may be locked in a critical ‘echo-chamber’ (Leahy et al, 2016). Evans and Davies are less pessimistic in acknowledging that ‘the achievements of education and Physical Education, health and sport research communities in addressing equality and inclusion issues are many, varied and to be applauded’ they admit; however, these are ‘incomplete and have come at a cost’ (Evans and Davies, 2017: 686).…”

Section: Introductionmentioning

confidence: 99%

What happened to critical pedagogy in physical education? An analysis of key critical work in the field

Fitzpatrick

2018

European Physical Education Review

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Despite a long history of critical scholarship in physical education (PE), current research continues to show that PE is an exclusionary and marginalising space for many students. Hawkins suggests that philosophical pragmatism, cultural materialism, and health concerns are driving the field, to the extent that the foundations of PE are in jeopardy, and even in ‘crisis’. These trends are at odds with poststructuralist approaches to the field, and with (continued) calls for critical pedagogical practice. In this article, I reflect on these issues and consider four different approaches to critical pedagogy in the work of: Richard Tinning; Laura Azzarito; my own work with a teacher called Dan; and Kim Oliver and David Kirk. Drawing on this scholarship, I argue that critical practice is needed now more than ever, and I offer some thoughts about the future of this work.

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School Health Education in Changing Times

Cited by 38 publications

References 0 publications

Young people and their engagement with health-related social media: new perspectives

Young people and their engagement with health-related social media: new perspectives

Reimagining digital health education: Reflections on the possibilities of the storyboarding method

What happened to critical pedagogy in physical education? An analysis of key critical work in the field

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