Pedagogies of health education

Leahy, Deana, Burrows, Lisette, McCuaig, Louise, Wright, Jan and Penney, Dawn (2016). Pedagogies of health education. In School health education in changing times: curriculum, pedagogies and partnerships (pp. 63-85) London, United Kingdom: Routledge.

Author Leahy, Deana
Burrows, Lisette
McCuaig, Louise
Wright, Jan
Penney, Dawn
Title of chapter Pedagogies of health education
Title of book School health education in changing times: curriculum, pedagogies and partnerships
Place of Publication London, United Kingdom
Publisher Routledge
Publication Year 2016
Sub-type Critical review of research, literature review, critical commentary
Open Access Status Not yet assessed
Series Routledge research in education
ISBN 9780415706179
Volume number 152
Chapter number 5
Start page 63
End page 85
Total pages 23
Total chapters 9
Collection year 2017
Language eng
Formatted Abstract/Summary
In Chapter 4 we reviewed the approaches to and debates surrounding the construction of health education curricula. Through the lens of Bernstein's (1971, 1990) theoretical concepts we demonstrated the inherent linkages that occur between curriculum, pedagogical practices and decisions concerning how and what will be assessed. In this chapter we focus on the pedagogical dimension of this model, exploring the historical and contemporary principles and practices that teachers have utilised in the delivery of school health education curriculum. In the first section we review the emergence and evolution of the privileged pedagogical practices that have been advocated across a century of health education in western schooling. Following on from this we draw on recent research and literature to identify the ways in which health educators and researchers have sought to enhance the health education classroom in order to best harness the educative potential of emerging health related concepts. Here we draw on a curriculum implementation project conducted with Australian schools to demonstrate the ways in which two of these emerging concepts, strengths-based approaches and health literacy, shape and are shaped by the pedagogies of health education. We conclude with an affirmation of our central idea in Chapters 4, 5, and 6, that health education is a process in which schools and their teachers actively shape the professional decisions about what is taught, how, when and to whom and the need to establish an alignment across these curriculum, pedagogy and assessment decisions. 
Q-Index Code B1
Q-Index Status Provisional Code
Institutional Status UQ

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