scholarly journals The role of professional experience on the dimension of reflexivity in teaching: A case study of two secondary school Health and Physical Education teachers

2012 ◽  
Vol 7 (1) ◽  
pp. 254-262 ◽  
Author(s):  
Georges Kpazai ◽  
Kossivi Attiklemé
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
School Health ◽  
Physical Education Teachers ◽  
Professional Experience ◽  
Health And Physical Education

Race and culture in the secondary school health and physical education curriculum in Ontario, Canada

2018 ◽  
Vol 118 (2) ◽  
pp. 144-158 ◽  
Author(s):  
LeAnne Petherick
Keyword(s):  
Physical Education ◽  
Health Education ◽  
Secondary School ◽  
Teaching Strategies ◽  
School Health ◽  
Content Type ◽  
Health And Physical Education ◽  
Entry Points ◽  
Race And Culture ◽  
Curriculum Document

Purpose The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada. Design/methodology/approach Using Ontario’s secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens to identify how cultural and race identities are positioned in contemporary health education documents. The curriculum document and its newest strategies for teaching are the focus of analysis in this conceptual paper. Findings Within the curriculum new teaching strategies offer entry points for engaging students in learning more about culture and race. In particular, First Nation, Métis and Inuit identities are noted in the curriculum. Specifically, three areas of the curriculum point to topics of race and culture in health: eating; substance use, abuse and additions; and, movement activities. Within these three educational areas, the curriculum offers information about cultural practices to teach about what it means to understand health from a cultural lens. Social implications The HPE curriculum offers examples of how Ontario, Canada, is expanding its cultural approaches to knowing about and understanding health practices. The acknowledgment of First Nations, Métis and Inuit health and cultural ways of approaching health is significant when compared to other recently revised HPE curriculum from around the globe. The teaching strategies offered in the curriculum document provide one avenue to think about how identity, culture and race are being taught in health education classrooms. Originality/value First, with limited analysis of health education policy within schools, the use of critical theory provides opportunities for thinking about what comes next when broadening definitions of health to be more inclusive of cultural and race identity. Second, curriculum structures how teachers respond to the topics they are delivering, thus how HPE as a subject area promotes healthy practices is highly relevant to the field of health education. This paper provides an important acknowledgment of the educative work being undertaken in the revision of HPE curriculum.

Health literacy in school-based health programmes: A case study in one Australian school

2021 ◽  
pp. 001789692110036
Author(s):  
Louisa R Peralta ◽  
Renata L Cinelli ◽  
Claire L Marvell
Keyword(s):  
Health Literacy ◽  
Physical Education ◽  
School Health ◽  
Catholic School ◽  
Learning Activities ◽  
Australian Curriculum ◽  
Health And Physical Education ◽  
School Based ◽  
Health Programmes

Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.

scholarly journals Educating for the Environment: The Role of the Host Destination in Education Travel Programs

2021 ◽  
Vol 13 (15) ◽  
pp. 8351
Author(s):  
Brack W. Hale
Keyword(s):  
Environmental Issues ◽  
Global South ◽  
Professional Experience ◽  
Educational Activities ◽  
Educational Travel ◽  
Local Partnerships

The benefits from educational travel programs (ETPs) for students have been well-documented in the literature, particularly for programs looking at sustainability and environmental issues. However, the impacts the ETPs have on the destinations that host them have been less frequently considered; most of these studies focus, understandably, on destinations in the Global South. This paper draws on a framework of sustainable educational travel to examine how ETPs affect their host destinations in two case study destinations, based on the author’s professional experience in these locations, interviews with host organizations that use the lens of the pandemic, and information from government databases. The findings highlight an awareness of the sustainability of the destination, the importance of good, local partnerships with organizations well-connected in their communities, and educational activities that can benefit both students and hosts. Nonetheless, we have a long way to go to understand the full impacts of ETPs on their host destinations and thus truly learn to avoid them.

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