Richard Tinning – författare

Across the full range of human movement studies and their many sub-disciplines, established institutional practices and forms of pedagogy are used to (re)produce valued knowledge about human movement. Pedagogy and Human Movement explores this pedagogy in detail to reveal its applications and meanings within individual fields.

This unique book examines the epistemological assumptions underlying each of these pedagogical systems, and their successes and limitations as ways of (re)producing knowledge related to physical activity, the body, and health. It also considers how the pedagogical discourses and devices employed influence the ways of thinking, practice, dispositions and identities of those who work in the fields of sport, exercise and other human movement fields.

With a scope that includes physical education, exercise and sports science, sports sociology and cultural studies, kinesiology, health promotion, human performance and dance, amongst other subjects, Pedagogy and Human Movement is the most comprehensive study of pedagogical cultures in human movement currently available. It is an invaluable resource for anybody with an interest in human movement studies.

Across the full range of human movement studies and their many sub-disciplines, established institutional practices and forms of pedagogy are used to (re)produce valued knowledge about human movement. Pedagogy and Human Movement explores this pedagogy in detail to reveal its applications and meanings within individual fields.

This unique book examines the epistemological assumptions underlying each of these pedagogical systems, and their successes and limitations as ways of (re)producing knowledge related to physical activity, the body, and health. It also considers how the pedagogical discourses and devices employed influence the ways of thinking, practice, dispositions and identities of those who work in the fields of sport, exercise and other human movement fields.

With a scope that includes physical education, exercise and sports science, sports sociology and cultural studies, kinesiology, health promotion, human performance and dance, amongst other subjects, Pedagogy and Human Movement is the most comprehensive study of pedagogical cultures in human movement currently available. It is an invaluable resource for anybody with an interest in human movement studies.

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 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.

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 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.