A Salutogenic Strengths-Based Approach in Practice -- An Illustration from a School in Sweden

Autor/inn/en	Brolin, Magnus; Quennerstedt, Mikael; Maivorsdotter, Ninitha; Casey, Ashley
Titel	A Salutogenic Strengths-Based Approach in Practice -- An Illustration from a School in Sweden
Quelle	In: Curriculum Studies in Health and Physical Education, 9 (2018) 3, S.237-252 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quennerstedt, Mikael) ORCID (Casey, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2018.1493935
Schlagwörter	Health Education; Physical Education; Foreign Countries; Educational Practices; Teaching Methods; Individual Development; Rural Areas; Elementary School Students; Physical Education Teachers; Personal Narratives; Discourse Analysis; Physical Health; Student Attitudes; Social Attitudes; Sweden + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Ausland; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Entwicklung; Rural area; Ländlicher Raum; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Erlebniserzählung; Diskursanalyse; Gesundheitszustand; Schülerverhalten; Social attidude; Soziale Einstellung; Schweden
Abstract	Despite an extensive debate and an openness of teachers to a strength-based approach to health and physical education, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-to-day work in schools. The purpose of this article is to present a salutogenic strengths-based school initiative in Sweden and to identify health discourses in the school's practice. An insider perspective is used to explore health in the school through Brookfield's four lenses for exploring one's own teaching practice. Two health discourses are identified: (1) an individual health discourse rooted in the fostering of personal development, and (2) a value-based health discourse build up around social relations and the fostering of democratic values. The individual health discourse can be understood as based in a pathogenic norm, and in the investigated school practice the individual health discourse dominated the school health initiative despite the salutogenic intentions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01