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For Whose Benefit? The Politics of Developing A Health Education
Curriculum
Gillian Tasker
Christchurch College of Education
This article is published with permission. It was originally published
in Delta: Policy and Practice in Education, 48 (2), 49
(1), 187-202. Delta: Policy and Practice in Education is
published by the Department of Policy Studies in Education, Massey
University, Palmerston North, New Zealand.
This article should not be read as Ministry of Education policy
and should be considered as part of the developmental process. In
some instances academic articles may include statements that are
not in line with Ministry of Education recommendations.
Abstract: The current wave of curriculum reform in New Zealand
has resulted in the completion of a contract to develop the national
Draft Health and Physical Education Curriculum Statement (1996).
This paper describes curriculum development processes, key contemporary
concepts underlying health education, issues in learning and teaching
health education, equity issues which have implications for such
a curriculum and aspects of a post-modern approach to health education,
all of which have informed this development process. A critical
challenge for the developers of this curriculum was to establish,
and incorporate, the contemporary dimensions of health education
in the Draft Health and Physical Education Curriculum Statement
which would enhance the health of all students as opposed to some.
In the current context of education marketisation, the primary challenge
for health educators will be the retention of these dimensions.
Introduction
Directions for a new health education curriculum:
Concepts of health education
Developing a new health education curriculum
Theoretical considerations
Learning and teaching in health education
Equity concerns in relation to health education
Issues for implementation
Conclusion
References
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