08 SES 14 JS, Highlighting Different Voices in Physical Activity, Health and Sustainability Education: Teachers, Children and Youth Perspectives
Paper Session Joint Session NW 08, NW 18 and NW 30
Education for sustainable development and health education are fields often driven by a few frontrunners burning for the case (Breiting & Wickenberg 2010; Jourdan 2011). They work to promote sustainability, environmental issues or health, based on a wish to change existing unsustainable or unhealthy structures and practices at schools. As researchers within the fields, it is often these voices we meet in networks and seminars. The focus of this paper is the following question: How is space made for the work of these ‘fiery souls’ within sustainability and health, what kind of supporting structures exist (Wickenberg 2004) within a school framework, and what contradictions and tensions do this work imply?
The paper is based on current research within Research center for health promoting sustainable school development (shs.au.dk) at Aarhus University in Denmark. The overall aim of this research center is to explore how educaton for sustainable development (ESD) and health promotion are interpreted and formed as school practices, and the factors which could support this work. As part of the research center, a knowledge exchange network has been established consisting of researchers, key actors from municipalities, headmasters and teachers working within the fields of ESD/environmental education and health education. At these network meetings we have met 'fiery souls' at various levels – civil servants in the municipalities burning for the case, health coordinators at schools struggling to engage colleagues, and dynamic school leaders profiling their school as a ‘health promoting school’ or ‘sustainability school’.
In Denmark both sustainable development and health education form cross curricular themes to be integrated across subjects and levels in primary and lower secondary schools. However, these issues are often not well known among teachers or unfolded as teaching and learning practices, nor supported by teacher education or in service training (Nordin 2013; Breiting & Wickenberg 2010). This might call for individuals to 'pick up the ball and run with it', if sustainability and health should be integrated in the teaching/learning and everyday life of the school. History shows that this has often been the case (Breiting & Wickenberg 2010).
The paper is inspired by theory on mediators, networks and practice of communities (Ferreira & Davis 2012; Læssøe 2009; Gherardi 2006) and norm supporting structures (Wickenberg 2004). This perspective points to the importance of social learning, negotiations and participation processes and the mutual interplay between agents of social change and the cultural and institutional framework.
References Breiting, S. & Wickenberg, P. (2010): The Progressive Development of Environmental Education in Sweden and Denmark. Environmental Education Research, 16: 19-37. Ferreira, J.A. Davis, J. (2012) Problematizing the processes of participation in networks: working through the rhetoric. Environmental Education Research, 18:5, 687-697. Gherardi, S. (2006): Organizational Knowledge. The texture of Workplace Learning. Blackwell Publishing. Jourdan, D. (2011) Health Education in schools. The challenge of Teacher Training. Saint-Denis: Inpes, Coll. Sant’e en action. Læssøe, J. (2009) Den sundhedsfremmende mediator. Roller, tilhørsforhold og dilemmaer [The health promoting mediator. Roles, belongings and dilemmas, in: Carlsson, M., Simovska, V., Jensen, B.B (Eds.): Sundhedspædagogik og sundhedsfremme – teori, forskning og praksis [Health education and health promotion – theory, research and practice]. Aarhus University publisher. Lindegaard Nordin, L. (2013) Fra politik til praksis. Implementering af kommunale sundhedsfremmeprojekter med fokus på kost og fysisk aktivitet fra et lærerperspektiv [From politics to practice. The implementation of municipality health promoting initiatives focusing on healthy food and physical activity. Ph.D dissertation, IUP, Aarhus University. Wickenberg, P. (2004): Norm supporting structures – in environmental education and education for sustainable development. In: Wickenberg, P. et al. (Eds.) Learning to change our world? Swedish Research on Education and Sustainable Development. Studentlitteratur.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.