Same Same but Different: Curriculum Representations of Health Education

Autor/in	Renwick, Kerry
Titel	Same Same but Different: Curriculum Representations of Health Education
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 8 (2017) 3, S.273-288 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2017.1366247
Schlagwörter	Health Education; Curriculum Development; Foreign Countries; National Curriculum; Standards; Behavior Change; Indigenous Populations; American Indian Students; Health Promotion; Educational Environment; Competence; Literacy; Outcomes of Education; Physical Health; Social Justice; Educational Policy; Self Determination; Elementary Secondary Education; Health Behavior; Canada; Australia + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Standard; Sinti und Roma; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Lernleistung; Schulerfolg; Gesundheitszustand; Soziale Gerechtigkeit; Politics of education; Bildungspolitik; Selbstbestimmung; Health behaviour; Gesundheitsverhalten; Kanada; Australien
Abstract	The development of curriculum for health education in schools is an area of contestation. Drawing on the provincial curriculum of British Columbia and the Australian national curriculum, this article explores both common and different approaches to school-based health education and promotion. Students experience the impacts of the social determinants of health on a daily basis yet they are not specific elements that are attended to or moderated through the curriculum. This article reports on a directed content analysis of health education and promotion curriculum documents. Key concepts were identified and discussed. Both curriculum documents align around the value of health to the individual and broader community; identification of learning standards; linkages to core competencies/capabilities; and reference to indigenous/first nation as cross curriculum priorities. Differences include how physical health is emphasised; behaviour change as a specific outcome; and use of literacy as a social practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01