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Democracy, Equity and Social Justice: The constitution of ‘health’ in Swedish physical education and health
Linnaeus University, Faculty of Social Sciences, Department of Sport Science. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.ORCID iD: 0000-0003-2922-1993
Linnaeus University, Faculty of Social Sciences, Department of Sport Science. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. Linnaeus University, Linnaeus Knowledge Environments, Sustainable Health.ORCID iD: 0000-0001-9971-5353
2021 (English)In: Critical Pedagogies in Physical Education, Physical Activity and Health / [ed] Stirrup, Julie;Hooper, Oliver, London, UK: Routledge, 2021, p. 27-39Chapter in book (Refereed)
Sustainable development
SDG 3: Ensure healthy lives and promote well-being for all at all ages, SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, SDG 5: Achieve gender equality and empower all women and girls, SDG 16: Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
Abstract [en]

Like in many countries around the world, such as the UK, Australia and the US, a broader notion of ‘health’ was introduced in the Swedish Physical Education and Health (PEH) curriculum several years ago. In the current Swedish PEH curriculum, this broader notion of health, which includes a focus on physical but also mental health, as well as social well-being, along with aspects of democracy and societal values, is directed towards enhancing pupils’ capacity to contribute to the development of society, where the core Swedish societal values of democracy, equity and social justice are particularly emphasised. Furthermore, the focus of Swedish PEH is not only on being physically educated but also enhancing pupils’ awareness of, and critical reflection on, how their participation in different movement contexts impacts on others’ health. In this chapter, we provide an overview and critical interrogation of Swedish PEH with a particular focus on how notions of health underpinned by societal values of democracy, equity and social justice work together to produce PEH curriculum and practice in Sweden. At the same time, we provide a critique of such curricula and practices related to health within Swedish PEH by illustrating how this can still, at times, result in pupils being positioned as solely responsible for their own health. Towards the end of the chapter, we report on and discuss an international research project that has explored what PEH that embraces democracy, equity and social justice in relation to health can look like, before offering points for reflection.

Place, publisher, year, edition, pages
London, UK: Routledge, 2021. p. 27-39
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-106907DOI: 10.4324/9781003003991-2Scopus ID: 2-s2.0-85114745962ISBN: 9781003003991 (electronic)OAI: oai:DiVA.org:lnu-106907DiVA, id: diva2:1592897
Available from: 2021-09-10 Created: 2021-09-10 Last updated: 2023-06-21Bibliographically approved

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Schenker, Katarina

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