Sacred ties and fresh eyes: voicing critical public health perspectives in curriculum-making

Macdonald, Doune (2014) Sacred ties and fresh eyes: voicing critical public health perspectives in curriculum-making. Critical Public Health, 24 2: 239-247. doi:10.1080/09581596.2013.857760


Author Macdonald, Doune
Title Sacred ties and fresh eyes: voicing critical public health perspectives in curriculum-making
Journal name Critical Public Health   Check publisher's open access policy
ISSN 1469-3682
0958-1596
Publication date 2014
Year available 2013
Sub-type Critical review of research, literature review, critical commentary
DOI 10.1080/09581596.2013.857760
Open Access Status
Volume 24
Issue 2
Start page 239
End page 247
Total pages 9
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2014
Language eng
Abstract It behoves the Australian Curriculum: Health and Physical Education (HPE) to provide an education for children and young people that accounts for future trends and new health challenges, but what such a curriculum should look like is a challenge in itself. As the Lead Writer of the curriculum's background Shape Paper, supported by an Advisory Panel under the auspices of the Australian Curriculum, Assessment and Reporting Authority, I will outline and reflect upon where HPE may be heading in Australia with a focus on its relationship to public health. 'Sacred ties and fresh eyes' reminds us that some of those providing input, commentary and exerting influence over curriculum directions have an enduring sense of what the curriculum should address while others are looking for new ways of seeing health education. An ensuing dilemma is that new ways of seeing may not have the accumulated evidence of traditional practices nor the authority of programmatic, biophysical research. Rather they are informed by a constellation of factors, including research that provides a persuasive and credible solution in the eyes of many. Bernstein's concepts of field, classification and frame are useful for making sense of the patterns of power and influence in the curriculum-making exercise.
Keyword Curriculum
Health education
School
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collections: Official 2014 Collection
School of Human Movement and Nutrition Sciences Publications
 
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