Deana Leahy – författare

Sexual citizenship is a powerful concept associated with debates about recognition and exclusion, agency, respect and accountability. For young people in general and for gender and sexually diverse youth in particular, these debates are entangled with broader imaginings of social transitions: from ‘child’ to ‘adult’and from ‘unreasonable subject’ to one ‘who can consent’. This international and interdisciplinary collection identifies and locates struggles for recognition and inclusion in particular contexts and at particular moments in time, recognising that sexual and gender diverse young people are neither entirely vulnerable nor self-reliant. Focusing on the numerous domains in which debates about youth, sexuality and citizenship are enacted and contested, Youth, Sexuality and Sexual Citizenship explores young people’s experiences in diverse but linked settings: in the family, at school and in college, in employment, in social media and through engagement with health services. Bookended by reflections from Jeffrey Weeks and and Susan Talburt, the book’s empirically grounded chapters also engage with the key debates outlined in it's scholarly introduction.This innovative book is of interest to students and scholars of gender and sexuality, health and sex education, and youth studies, from a range of disciplinary and professional backgrounds, including sociology, education, nursing, social work and youth work.

This book shows how creative methods, drawing on innovative arts-based and design-based approaches, can be employed in health education contexts. It takes a very broad view of ‘health education’, considering it as applying not only in school settings but across the lifespan, and as including physical education and sexuality education as well as public health campaigns, health activist initiatives and programmes designed for training educators and health professionals. The chapters outline a series of case studies contributed by leaders in the field, describing projects using a wide variety of creative methods conducted in a variety of global contexts. These include a rich constellation of arts-based and design-based methods and artefacts: sculptures, dance, walking and other somatic movement, diaries, paintings, drawings, zines, poems and other creative writing, body maps, collages, stories, films, photographs, theatre performances, soundscapes, potions, rock gardens, brainstorming, debates, secret ballots, murals and graffiti walls. There are no rules or guidelines outlined in these contributions about ‘how to do’ creative approaches to health education. However, the methods in the case studies the authors describe are explained in detail so that they can be adopted or re-invented in other contexts. More importantly, these contributions provide inspiration. They demonstrate what can be done in the field of health education (however it is defined) to go beyond the often stultifying and conventional boundaries it has set for itself. Creative Approaches to Health Education demonstrates that creative approaches can be used to inspire those working and teaching in health education and their publics to think and do otherwise as well as advance health education research and pedagogies into new, exciting and provocative directions. It will be of interest to postgraduate students and researchers in education and health-related fields who want to explore and experiment with creative methods and craftivism in applied inquiry.

This book shows how creative methods, drawing on innovative arts-based and design-based approaches, can be employed in health education contexts. It takes a very broad view of ‘health education’, considering it as applying not only in school settings but across the lifespan, and as including physical education and sexuality education as well as public health campaigns, health activist initiatives and programmes designed for training educators and health professionals. The chapters outline a series of case studies contributed by leaders in the field, describing projects using a wide variety of creative methods conducted in a variety of global contexts. These include a rich constellation of arts-based and design-based methods and artefacts: sculptures, dance, walking and other somatic movement, diaries, paintings, drawings, zines, poems and other creative writing, body maps, collages, stories, films, photographs, theatre performances, soundscapes, potions, rock gardens, brainstorming, debates, secret ballots, murals and graffiti walls. There are no rules or guidelines outlined in these contributions about ‘how to do’ creative approaches to health education. However, the methods in the case studies the authors describe are explained in detail so that they can be adopted or re-invented in other contexts. More importantly, these contributions provide inspiration. They demonstrate what can be done in the field of health education (however it is defined) to go beyond the often stultifying and conventional boundaries it has set for itself. Creative Approaches to Health Education demonstrates that creative approaches can be used to inspire those working and teaching in health education and their publics to think and do otherwise as well as advance health education research and pedagogies into new, exciting and provocative directions. It will be of interest to postgraduate students and researchers in education and health-related fields who want to explore and experiment with creative methods and craftivism in applied inquiry.

This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment.Drawing on extensive literature and research, the book explores and considers what health education can and should do. Chapters examine the extent to which health education, past and present, has attended to the needs and interests of young people in school environments, as well as assess common pedagogical approaches and whether the outcomes tally with expectations. By considering the problems in teaching health education, curriculum making, health education pedagogies and porous classrooms, the book offers a knowledge base from which educators can consider how theories and models can sit together to shape curriculum and influence practice.School Health Education in Changing Times will be of key interest to postgraduate students, researchers and academics in the field of health education. It will also be a valuable resource for teacher educators, current teachers, and those on professional development courses who want to navigate the moral minefield surrounding health education.

This book explores the complex nexus of discourses, principles and practices within which educators mobilise school-based health education. Through an interrogation of the ideas informing particular models and approaches to health education, the authors provide critical insights into the principles and practices underpinning approaches to health education policy, curriculum, pedagogy and assessment.

Sexual citizenship is a powerful concept associated with debates about recognition and exclusion, agency, respect and accountability. For young people in general and for gender and sexually diverse youth in particular, these debates are entangled with broader imaginings of social transitions: from ‘child’ to ‘adult’and from ‘unreasonable subject’ to one ‘who can consent’. This international and interdisciplinary collection identifies and locates struggles for recognition and inclusion in particular contexts and at particular moments in time, recognising that sexual and gender diverse young people are neither entirely vulnerable nor self-reliant. Focusing on the numerous domains in which debates about youth, sexuality and citizenship are enacted and contested, Youth, Sexuality and Sexual Citizenship explores young people’s experiences in diverse but linked settings: in the family, at school and in college, in employment, in social media and through engagement with health services. Bookended by reflections from Jeffrey Weeks and and Susan Talburt, the book’s empirically grounded chapters also engage with the key debates outlined in it's scholarly introduction.This innovative book is of interest to students and scholars of gender and sexuality, health and sex education, and youth studies, from a range of disciplinary and professional backgrounds, including sociology, education, nursing, social work and youth work.

Social Theory and Health Education brings together health education scholarship with a diverse range of social theories to demonstrate the value and impact of their application to associated health and education contexts.For the first time, this book draws together cutting-edge research that demonstrates the productive and impactful ways social theory can be applied to the diversity of research in this field. Topics covered include digital health, health education in sexuality, gender and health, food and nutrition, mental health and wellbeing, environment, and alcohol and drug use. In exploring these topics, each author utilises different theorists and concepts to compellingly demonstrate their application to a range of health education research contexts.This collection provides examples for both students, early career and established scholars that showcase ways that social theory can be utilised in empirical and theoretical research. The collection also highlights how health education scholarship can be enhanced by engaging with social theory. It also explores the viability of various theories for work in this field, and their potential to generate new approaches for research.