Gerdin Göran, Philpot Rod, Smith Wayne, Schenker Katarina, Mordal Moen Kjersti, Larsson Lena, Linnér Susanne, Westlie Knut
Department of Sport Science, Faculty of Social Sciences, Linnaeus University, Växjö/Kalmar, Sweden.
Faculty of Education and Social Work, School of Curriculum and Pedagogy, The University of Auckland, Auckland, New Zealand.
Front Sports Act Living. 2021 Aug 11;3:702922. doi: 10.3389/fspor.2021.702922. eCollection 2021.
We currently find ourselves living in precarious times, with old and new social inequities on the rise due to the challenges associated with an unprecedented rise of global migration and neoliberalism, amplified in our post COVID-19 world. Research has demonstrated that there is a high correlation between inequality at the societal level and the overall health and wellbeing of individuals within those societies. We believe that school health and physical education (HPE) has a significant role to play in addressing and acting on social inequities that impact on the wellbeing of both students and society as a whole. Based on the findings of an international research project called EDUHEALTH which explored pedagogies for social justice in school health and physical education (HPE) across Sweden, Norway and New Zealand, this paper aims to highlight the addressing of (in)equality and student wellbeing through HPE practice. In particular, the paper presents nine different but complementary pedagogies for social justice that we believe can improve individual, collective, and societal wellbeing. We conclude by proposing that, if adopted across a whole school curriculum, these nine pedagogies for social justice could form the basis of a holistic school-wide community approach aimed at improving both student and societal wellbeing.
我们当下发现自己生活在动荡不安的时代，由于全球移民前所未有的增加以及新自由主义带来的挑战，新旧社会不平等现象不断加剧，在我们这个后新冠疫情时代更是如此。研究表明，社会层面的不平等与这些社会中个人的整体健康和幸福之间存在高度相关性。我们认为，学校健康与体育教育（HPE）在应对影响学生和整个社会福祉的社会不平等并采取行动方面可发挥重要作用。基于一项名为EDUHEALTH的国际研究项目的结果，该项目探讨了瑞典、挪威和新西兰学校健康与体育教育（HPE）中促进社会正义的教学方法，本文旨在强调通过HPE实践来解决（不）平等问题以及关注学生福祉。具体而言，本文介绍了九种不同但相互补充的促进社会正义的教学方法，我们认为这些方法可以改善个人、集体和社会的福祉。我们在结论中提出，如果在整个学校课程中采用，这九种促进社会正义的教学方法可以构成一种全校范围的整体社区方法的基础，旨在改善学生和社会的福祉。
