Health Education: Critical perspectives provides a socio-cultural and critical approach to health education. The book draws together international experts in the fields of health and education who deconstruct contemporary discourses and practices, and re-imagine a health education that both connects with young people and offers a way forward in addressing issues of health and wellbeing.

Chapters within specifically link academic work on neoliberalism, healthism, risk and the body to wider discourses of health and health education. They challenge current practices and call for a re-thinking of current health programs in education settings. A unique feature of this book is the analyses of health education from both political and applied levels across a range of international contexts.

The book is divided into three sections:

  • the social and political contexts informing health education
  • how individual health issues (sexuality, alcohol, mental health, the body and obesity, nutrition) articulate in education in complex ways
  • alternative ways to think about health and health education pedagogy.

The overall theme of the book offers a perspective that the current approach to health education – promoting a fear of ill health, self-surveillance and individual responsibility – can become a form of health fascism, and we need to be cognisant of this potential and its consequences for young people. The book will be of key interest to academics and researchers exploring the political context of health education.

chapter Chapter 1|14 pages

Considering the politics and practice of health education

ByKatie Fitzpatrick, Richard Tinning

part Part I|72 pages

The politics of health and education

chapter Chapter 2|14 pages

Health education and health promotion

Beyond cells and bells
ByDoune MacDonald, Rebecca Johnson, Anthony Leow

chapter Chapter 3|17 pages

If you are not healthy, then what are you?

Healthism, colonial disease and body-logic
ByBrendan Hokowhitu

chapter Chapter 4|13 pages

The reproductive citizen

Motherhood and health education
ByDeborah Lupton

chapter Chapter 5|14 pages

Schools, the state and public health

Some historical and contemporary insights
ByMichael Gard, Carolyn Vander Schee

chapter Chapter 6|12 pages

Who has health problems?

Class, racialization and health
BySymeon Dagkas

part Part II|84 pages

Inventing youth health issues

chapter Chapter 7|16 pages

Tau(gh)t bodies

Student sexual embodiment and schooling
ByLouisa Allen

chapter Chapter 8|13 pages

Young people, alcohol and a social science of risk

Bauman and the problem of ambivalence
ByPeter Kelly

chapter Chapter 9|11 pages

Social media

Virtual environments for constructing knowledge on health and bodies?
ByKaren Sirna

chapter Chapter 10|13 pages

Mediating biopower

Health education, social class and subjectivity
ByLaura De Pian, John Evans, Emma Rich

chapter Chapter 11|15 pages

The corporatization of health education curricula

“Part of the solution” to childhood obesity?
ByDarren Powell

chapter Chapter 12|14 pages

Mental health in corporeal times

Health education, social class and subjectivity
ByLisette Burrows, Margaret Sinkinson

part Part III|78 pages

Against healthism

chapter Chapter 13|17 pages

Critical approaches to health education

ByKatie Fitzpatrick

chapter Chapter 14|14 pages

Salutogenic approaches to health and the body

ByMikael Quennerstedt, Marie Öhman

chapter Chapter 15|16 pages

Getting which message across?

The (H)PE teacher as health educator
ByRichard Tinning

chapter Chapter 16|13 pages

Disrupting the field

Teacher education in health education
ByDeana Leahy, Louise McCuaig

chapter Chapter 17|16 pages

Beyond body fascism

The place for health education
ByJan Wright