Shades of criticality in health and wellbeing education

Primdahl, Nis Langer; Reid, Alan; Simovska, Venka

doi:10.1080/00220272.2018.1513568

Cited by 13 publications

(7 citation statements)

References 60 publications

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“…I sometimes imagine what authors in my reading pile would make of the manuscripts I review. If only to decenter my understandings of environmental scholarship, criticality, and commentary, it sparks other ideas about what matters for wellbeing and flourishing (see Primdahl et al 2018;Reid 2016). For this commentary, I found myself picking up Tim Morton's (2013Morton's ( , 2018 discomforting work.…”

Section: Vantage Points For Learning About the Salience Of Hyperobjecmentioning

confidence: 96%

Learning to See Climate Change

Irvine¹,

Bodenhorn²,

Lee³

et al. 2019

Current Anthropology

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Section: Vantage Points For Learning About the Salience Of Hyperobjecmentioning

confidence: 96%

Learning to See Climate Change

Irvine¹,

Bodenhorn²,

Lee³

et al. 2019

Current Anthropology

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“…But overall, as Taylor et al (2019) have examined, the ways environmental links are made to the H/PE learning area are most often subjugated from curriculum enactment and teachers' conceptualisation. Additionally, much of the research informed by social theory in H/PE adopts a critical approach, for instance it problematises epistemological knowledge and practices rather than provides examples of critical approaches to H/PE or to examine ways to develop new practices for the field (see, Fitzpatrick & Allen, 2019;Langer Primdahl et al, 2018;Pringle et al, 2018).…”

Section: Theorising 'Attunement' To Practicementioning

confidence: 99%

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

Welch

Taylor

Gard

2021

Sport, Education and Society

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There have been unresolved calls for educators to connect and translate environmental links within health and physical education given the enduring absence, yet overlapping citizen priorities of health. In this Introductory paper to the Special Issue of environmental attunement in the health and/or physical education canon, we question if and how notions of nature and the environment might paradigmatically belong more centrally to the discipline. After some author positioning and situating this work, we draw on theories of attunement to consider what our use of the term 'environmental attunement' offers for shaping epistemological habits and ontological work across health studies and physical education. As part of this, we explore the possibilities and challenges for expanding embodied connections to place, space and 'nature'.We highlight the omnipresence of eco-health, environmentalism, 'nature' and Indigenous ways of knowing as central to a pressing socio-cultural context and politics, yet the absence of epistemological habits in health and physical education responding to this need. To conclude we map links and possibilities from the literature to argue for the necessity of 'environmental attunement' to more centrally underpin teachers' ecological identities in learning about health and human movement.

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“…There is of course no easy answer to this given that over time critical scholarship has taken many forms and has been directed towards different ends. As Langer Primdahl et al (2018) observe, we have witnessed many different shades of critical health education. For Gard and Pluim (2014) critical health education refers to the following:For us, the idea of the ‘critical’ is roughly interchangeable with ‘sceptical’ but is particularly concerned with epistemology and the politics and practices of knowledge production … healthy inquiry necessitates grappling with tensions around differing notions of ‘official’ knowledge, standards, quality and rigour in research.…”

Section: Defining Critical Health Education: Katie Fitzpatrick and Deana Leahymentioning

confidence: 99%

Critical health education studies: Reflections on a new conference and this themed symposium

Fitzpatrick

Leahy

Webber

et al. 2019

Health Education Journal

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In May 2018, a group of scholars gathered in the icy and sunlit grandeur of Queenstown (Aotearoa New Zealand) to talk, debate and share ideas about health education. The conference aimed to trouble and disrupt traditional kinds of health education and, instead, suggest possibilities for the critical study of health education – both in terms of theory and practice. This introduction to the special themed symposium is a reflection by the six authors on that new conference – Critical Studies in Health Education (CHESS) – and what it aimed to achieve. The authors discuss and define the intent of critical approaches to health education, and reflect on their experiences of the conference, as well as the future of the field. Papers in this special themed symposium of Health Education Journal are also introduced.

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Shades of criticality in health and wellbeing education

Cited by 13 publications

References 60 publications

Learning to See Climate Change

Learning to See Climate Change

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

Critical health education studies: Reflections on a new conference and this themed symposium

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