Två föreläsningar från the University of Auckland, New Zealand

The place of Health Education in the New Zealand Health and Physical Education Curriculum

Föreläsare: Hayley McGlashan-Fainu, the University of Auckland, New Zealand

In this presentation Hayley will explore the place of Health Education within the Health and Physical Education (HPE) learning area of the New Zealand Curriculum. While Health Education and Physical Education are positioned together under one learning area, their histories, pedagogical traditions, and contributions to student learning, wellbeing and development are often quite distinct. Drawing on curriculum policy analysis, scholarly literature, and classroom practice, this presentation examines how Health Education is framed, taught, and valued within the broader HPE area in Aotearoa, New Zealand. It interrogates the tensions and synergies between health and physical education, highlighting challenges of visibility, resourcing, and teacher confidence, as well as opportunities for transformative, student-centred, and culturally responsive approaches. In doing so, the presentation argues for a re-imagining of Health Education’s role in schools — not as a peripheral partner to Physical Education, but as a vital, future-focused discipline that equips young people with the knowledge, skills, and dispositions to navigate complex health and wellbeing issues in Aotearoa New Zealand and beyond.

Collaborative Inquiry for Change: Enacting Social Justice in Health and Physical Education in Aotearoa New Zealand Schools

Föreläsare: Rod Philpot and Alan Ovens, the University of Auckland, New Zealand

This presentation reports on a researcher–practitioner collaboration that investigated how nine secondary school teachers in Aotearoa New Zealand enacted socially just pedagogies in Health and Physical Education (HPE) within the complex conditions of everyday school life. Framed by practitioner inquiry and informed by ecological, posthumanist, and new materialist perspectives, the study examines how practices focused on inclusion, student voice, and cultural knowledge were shaped through dynamic interactions between social, material, and institutional forces. Our findings highlight the importance of understanding context as active and relational, and demonstrate how collaborative inquiry can support meaningful, justice-oriented pedagogical change.

Föreläsningen sker i Cu7002, Kalmar och i J0124, Växjö samt via denna Zoom-länk.

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