Teaching for Student and Societal Wellbeing in HPE

Nine Pedagogies for Social Justice

Dados Bibliográficos

ID5284909
AutoresG Gerdin (0000-0003-2922-1993, Linnaeus University, autor correspondente), Richard Philpot (0000-0001-6556-1413, University of Auckland), Rod Philpot, Wayne Smith (0000-0003-1642-2534, University of Auckland), Katarina Schenker (0000-0001-9971-5353, Linnaeus University), Kjersti Mordal Moen (0000-0002-1687-8323, University of Inland Norway), Lena Larsson (0000-0001-7908-5956, Linnaeus University), Susanne Linnér (0000-0002-3970-9792, Linnaeus University), Knut Westlie (0000-0003-1277-1307, University of Inland Norway)
Ano2021
Volume3
Páginas702922-702922
Data de publicação2021-08-11
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Sports and Active Living (JOURNAL)
Identificadores do periódicoISSN: 2624-9367 • E-ISSN: 2624-9367
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/fspor.2021.702922
PMID34458726
OpenAlexW3195077397
IdiomaEN
Citações recebidas21
Referências citadas55

We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective, and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing

Curriculum · Economic Justice · Inequality · Just society · Neoliberalism (international relations · Pedagogy · Political science · Politics · Social inequality · Social justice · Social science · Sociology · Inclusion and Disability in Education and Sport · Law · Physical Education and Pedagogy · Youth Development and Social Support