TY - JOUR
T1 - Shades of criticality in health and wellbeing education
AU - Langer Primdahl, Nis
AU - Reid, Alan
AU - Simovska, Venka
PY - 2018/11/2
Y1 - 2018/11/2
N2 - Perspectives and approaches to health and wellbeing education vary considerably over time and space even as certain contextual and critical features may be maintained. Through an analysis of a range of studies published in the Journal of Curriculum Studies, we illustrate what unites as much as divides various positions taken by their authors through a focus on which assumptions they proceed from, those they may seek to problematise, and which they try to rework through their scholarship. Our analysis centres on two key questions: (a) the critical question of health education, and (b) the question of critical health education. To advance our analysis, we draw on insights from critical literature review techniques and the need to problematise research topics and assumptions that frame and guide their selection and investigation. Key outcomes include six thematic categories and the key parameters for identifying various degrees of light and shade to the criticality within these studies, including their thresholds. We conclude with a reflection on the significance of determining the object of critique during curriculum studies, and the continuing need to inquire into, rather than bypass, what counts as critical in health and wellbeing education.
AB - Perspectives and approaches to health and wellbeing education vary considerably over time and space even as certain contextual and critical features may be maintained. Through an analysis of a range of studies published in the Journal of Curriculum Studies, we illustrate what unites as much as divides various positions taken by their authors through a focus on which assumptions they proceed from, those they may seek to problematise, and which they try to rework through their scholarship. Our analysis centres on two key questions: (a) the critical question of health education, and (b) the question of critical health education. To advance our analysis, we draw on insights from critical literature review techniques and the need to problematise research topics and assumptions that frame and guide their selection and investigation. Key outcomes include six thematic categories and the key parameters for identifying various degrees of light and shade to the criticality within these studies, including their thresholds. We conclude with a reflection on the significance of determining the object of critique during curriculum studies, and the continuing need to inquire into, rather than bypass, what counts as critical in health and wellbeing education.
KW - critical
KW - curriculum
KW - Health education
KW - schools
KW - wellbeing
UR - http://www.scopus.com/inward/record.url?scp=85053316296&partnerID=8YFLogxK
U2 - 10.1080/00220272.2018.1513568
DO - 10.1080/00220272.2018.1513568
M3 - Article
AN - SCOPUS:85053316296
SN - 0022-0272
VL - 50
SP - 733
EP - 753
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
IS - 6
ER -