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Health inclusive education

Corcoran, Tim 2012, Health inclusive education, International journal of inclusive education, vol. 16, no. 10, pp. 1033-1046, doi: 10.1080/13603116.2010.538867.

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Title Health inclusive education
Author(s) Corcoran, TimORCID iD for Corcoran, Tim orcid.org/0000-0002-4567-8726
Journal name International journal of inclusive education
Volume number 16
Issue number 10
Start page 1033
End page 1046
Total pages 14
Publisher Taylor and Francis
Place of publication Abingdon, Eng.
Publication date 2012-10
ISSN 1360-3116
1464-5173
Keyword(s) health education
learning theory
ontology
thirdness
Summary 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 refocussed 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.
Language eng
DOI 10.1080/13603116.2010.538867
Field of Research 130309 Learning Sciences
1303 Specialist Studies In Education
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2012, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30084415

Document type: Journal Article
Collection: School of Education
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