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Health inclusive education

Corcoran, Tim (2012) Health inclusive education. International Journal of Inclusive Education, 16 (10). pp. 1033-1046. ISSN 1360-3116

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Abstract

When considering the relevance of contemporary learning theories to health education and promotion work in schools it is necessary to inspect the kinds of discourses used therein for how they understand and thereby constitute people and their worlds. For instance, contemporary educational practices, teaching and learning included, are dominated by constructivist theory and its person-in-the-world purview. It follows that from these discourses potentials for inclusion (and exclusion) emanate helping to constitute the very form and nature of our schools. This paper contributes to an ongoing explication of existing and persisting discursive conditions in the cultural politics of education focussing on how these inform teaching and learning in health-education. By critically examining the purposes of contemporary educational practice and the theoretical precepts which support its activities we move closer to being able to realise the possibilities of a refocused kind of work. Such practice is dedicated to engaging meaning as it is applied by those in the living of their daily lives and accordingly decentres teaching and learning to enable health inclusive education

Item Type: Article
Uncontrolled Keywords: health education, learning theory, ontology, thirdness
Subjects: Faculty/School/Research Centre/Department > School of Education
FOR Classification > 1302 Curriculum and Pedagogy
Depositing User: Ms Julie Gardner
Date Deposited: 01 Apr 2014 00:50
Last Modified: 24 Oct 2017 23:16
URI: http://vuir.vu.edu.au/id/eprint/24693
DOI: https://doi.org/10.1080/13603116.2010.538867
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Citations in Scopus: 10 - View on Scopus

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