18 SES 06 A, Developing Critical Digital Health Pedagogies for Teachers of Physical Education
The first presentation will unpack why adopt a critical perspective to digital health and specifically focus on our understanding of critical digital health pedagogies in the context of PE teacher training and schools. These critical pedagogies are relevant to consider the social, ethical and political production of health knowledge through digital technologies, which is complex, multiple and also embedded in issues of power and inequality. Through a new materialism lens, it also implies to move beyond binary categories such as human/non human, mind/body to expand the range of critical possibilities in a way that recognize the agential capacities of the ‘assemblage learner-digital health technology’, the affective forces and the relational dimensions.
Gard, M. & Lupton (2016). Digital health goes to school. Implications of digitising children’s bodies. In E. Taylor & T. Rooney. Surveillance Futures (pp. 132-146). Routledge: London. Fitzpatrick, K. (2018). What happened to critical pedagogy in physical education? An analysis of key critical work in the field. European Physical Education Review, 25(4), 1128-1145. https://doi.org/10.1177/1356336X18796530 Fullagar, S., Rich, E., Francombe-Webb, J., & Maturo, A. (2017). Digital Ecologies of Youth Mental Health: Apps, Therapeutic Publics and Pedagogy as Affective Arrangements. Social Sciences, 6(4), 135. http://www.mdpi.com/2076-0760/6/4/135 Rich, E., Lewis, S., & Miah , A. (2020). Digital health technologies, body pedagogies and material-discursive relations of young people’s learning about health. In D. Leahy, K. Fitzpatrick, & J. Wright (Eds.), Social Theory and Health Education (pp. 182-185). Routledge.
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