An eroding social justice agenda: the case of physical education and health edu-business in schools

McCuaig, Louise, Enright, Eimear, Rossi, Anthony, Macdonald, Doune and Hansen, Scott (2016) An eroding social justice agenda: the case of physical education and health edu-business in schools. Research Quarterly for Exercise and Sport, 87 2: 151-164. doi:10.1080/02701367.2016.1163978

Author McCuaig, Louise
Enright, Eimear
Rossi, Anthony
Macdonald, Doune
Hansen, Scott
Title An eroding social justice agenda: the case of physical education and health edu-business in schools
Journal name Research Quarterly for Exercise and Sport   Check publisher's open access policy
ISSN 2168-3824
Publication date 2016-04-21
Year available 2016
Sub-type Article (original research)
DOI 10.1080/02701367.2016.1163978
Open Access Status Not Open Access
Volume 87
Issue 2
Start page 151
End page 164
Total pages 14
Place of publication Philadelphia, PA, United States
Publisher Routledge
Collection year 2017
Language eng
Abstract In this article, we draw on current research to explore notions of socially just health and physical education (HPE) programs, in light of claims that a neoliberal globalization promotes markets over the states and a new individualism that privileges self-interest over the collective good. We also invite readers to consider the UN Educational, Scientific, and Cultural Organization's ambition for physical education in light of preliminary findings from an Australian-led research project exploring national and international patterns of outsourcing HPE curricula. Data were sourced from this international research project through a mixed-methods approach. Each external provider engaged in 4 phases of research activity: (a) Web audits, (b) interviews with external providers, (c) network diagrams, and (d) school partner interviews and observations. We then used these data to pose what we believe to be three emerging lines of inquiry and challenge for a socially just school HPE in neoliberal times. In particular, our data indicate that the marketization of school HPE is strengthening an emphasis on individual responsibility for personal health, thereby elevating expectations that schools and teachers will “fill the welfare gap” and, finally, influencing the nature and purchase of educative HPE programs in schools. The apparent proliferation of external providers of health work and HPE resources and services reflects the rise and pervasiveness of neoliberalism in education. We conclude that this global HPE landscape warrants attention to investigate the extent to which external providers' resources are compatible with schooling's educative and inclusive mandates.
Keyword Care
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Human Movement and Nutrition Sciences Publications
School of Social Science Publications
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Created: Mon, 09 May 2016, 15:59:38 EST by Sandrine Ducrot on behalf of School of Human Movement and Nutrition Sciences