Health Literacies: Pedagogies and Understandings of Bodies

Autor/inn/en	Wrench, Alison; Garrett, Robyne
Titel	Health Literacies: Pedagogies and Understandings of Bodies
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 5 (2014) 3, S.233-247 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2014.940810
Schlagwörter	Foreign Countries; Health Materials; Information Literacy; Teaching Methods; Health Education; Physical Education; Human Body; Interviews; Mass Media Use; Physical Education Teachers; Teacher Education; Multiple Literacies; Gender Issues; Fear; Psychological Patterns; Inclusion; Student Attitudes; Elementary Secondary Education; Students; Australia + Suchen Sie Ihr Suchwort? Ausland; Informationskompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Menschlicher Körper; Interviewing; Interviewtechnik; Mediennutzung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerausbildung; Lehrerbildung; Geschlechterfrage; Furcht; Inklusion; Schülerverhalten; Student; Schüler; Schülerin; Studentin; Australien
Abstract	The development of health literacies, in relation to health, well-being, safety and physical activity, is a key pillar of the "Australian Curriculum: Health and Physical Education". Implications, therefore, arise for teachers of health and physical education (HPE) and their pedagogical practices. These practices of HPE inform ways of thinking, the acquisition of dispositions and constitution of subjectivities. They also impact on student success and positioning in relation to societal and cultural assumptions. We argue that bodies, including how they move, are exercised, nourished, represented and understood, should be central to pedagogies for developing health literacies. In this paper, we use interview and media excerpts to explore pedagogical practices and understandings in relation to bodies. We attempt to analyse practices of the body as they relate to health literacies. In arguing for socially critical pedagogical practices around bodies, we highlight the need to develop critical health literacies that disrupt common sense readings of "acceptable" and "desirable" bodies as lean, youthful and able-bodied. We conclude by identifying implications for pre-service teacher and in-service teacher education around the development of socially critical pedagogical practices and health literacies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10