Shades of criticality in health and wellbeing education

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Shades of criticality in health and wellbeing education. / Primdahl, Nis Langer; Reid, Alan; Simovska, Venka.

I: Journal of Curriculum Studies, Bind 50, Nr. 6 , 2018, s. 733–753.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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Primdahl, Nis Langer ; Reid, Alan ; Simovska, Venka. / Shades of criticality in health and wellbeing education. I: Journal of Curriculum Studies. 2018 ; Bind 50, Nr. 6 . s. 733–753.

Bibtex

@article{da2b545fbd1b472083ffe432314c6a2c,
title = "Shades of criticality in health and wellbeing education",
abstract = "Perspectives and approaches to health and wellbeing education varyconsiderably over time and space even as certain contextual and criticalfeatures may be maintained. Through an analysis of a range of studiespublished in the Journal of Curriculum Studies, we illustrate what unitesas much as divides various positions taken by their authors through afocus on which assumptions they proceed from, those they may seek toproblematise, and which they try to rework through their scholarship.Our analysis centres on two key questions: (a) the critical question ofhealth education, and (b) the question of critical health education. Toadvance our analysis, we draw on insights from critical literature reviewtechniques and the need to problematise research topics and assumptionsthat frame and guide their selection and investigation. Key outcomesinclude six thematic categories and the key parameters foridentifying various degrees of light and shade to the criticality withinthese studies, including their thresholds. We conclude with a reflectionon the significance of determining the object of critique during curriculumstudies, and the continuing need to inquire into, rather than bypass,what counts as critical in health and wellbeing education.",
keywords = "Wellbeing, Health education, Curriculum, Critical, Sundhedsp{\ae}dagogik",
author = "Primdahl, {Nis Langer} and Alan Reid and Venka Simovska",
year = "2018",
doi = "10.1080/00220272.2018.1513568",
language = "English",
volume = "50",
pages = "733–753",
journal = "Journal of Curriculum Studies",
issn = "0022-0272",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - Shades of criticality in health and wellbeing education

AU - Primdahl, Nis Langer

AU - Reid, Alan

AU - Simovska, Venka

PY - 2018

Y1 - 2018

N2 - Perspectives and approaches to health and wellbeing education varyconsiderably over time and space even as certain contextual and criticalfeatures may be maintained. Through an analysis of a range of studiespublished in the Journal of Curriculum Studies, we illustrate what unitesas much as divides various positions taken by their authors through afocus on which assumptions they proceed from, those they may seek toproblematise, and which they try to rework through their scholarship.Our analysis centres on two key questions: (a) the critical question ofhealth education, and (b) the question of critical health education. Toadvance our analysis, we draw on insights from critical literature reviewtechniques and the need to problematise research topics and assumptionsthat frame and guide their selection and investigation. Key outcomesinclude six thematic categories and the key parameters foridentifying various degrees of light and shade to the criticality withinthese studies, including their thresholds. We conclude with a reflectionon the significance of determining the object of critique during curriculumstudies, 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 varyconsiderably over time and space even as certain contextual and criticalfeatures may be maintained. Through an analysis of a range of studiespublished in the Journal of Curriculum Studies, we illustrate what unitesas much as divides various positions taken by their authors through afocus on which assumptions they proceed from, those they may seek toproblematise, and which they try to rework through their scholarship.Our analysis centres on two key questions: (a) the critical question ofhealth education, and (b) the question of critical health education. Toadvance our analysis, we draw on insights from critical literature reviewtechniques and the need to problematise research topics and assumptionsthat frame and guide their selection and investigation. Key outcomesinclude six thematic categories and the key parameters foridentifying various degrees of light and shade to the criticality withinthese studies, including their thresholds. We conclude with a reflectionon the significance of determining the object of critique during curriculumstudies, and the continuing need to inquire into, rather than bypass,what counts as critical in health and wellbeing education.

KW - Wellbeing

KW - Health education

KW - Curriculum

KW - Critical

KW - Sundhedspædagogik

U2 - 10.1080/00220272.2018.1513568

DO - 10.1080/00220272.2018.1513568

M3 - Journal article

VL - 50

SP - 733

EP - 753

JO - Journal of Curriculum Studies

JF - Journal of Curriculum Studies

SN - 0022-0272

IS - 6

ER -