This assessment encourages sustained reflection on tutorial topics and readings linked to these. It has two parts. Both parts should be put in a single file.
MY NOTE: please write each part separate don’t make it together. I have attached books, references and my teacher videos to get more information. If there is any question, please you can ask.
Part 1: Tutorial/lecture diary (15%).
Keep a log of your thoughts on tutorial and/or lecture topics. Each log should (a) describe (briefly) the topic and (b) discuss your thoughts about it. Each entry should be approximately 130 words and you will need 5 of them in total. At the end of each entry insert a reference to a scholarly article, website or program that might help others understand the complexity of any given tutorial topic. The idea is that this log will help you formulate your ‘artefact’ for critical health enquiry. Your reactions/responses to tutorial topics will assist you in understanding your ‘world view’.
Note :This example from the teacher to how to do the part 1:
e.g. “Today’s topic was sexuality in schools. We viewed a u-tube debate between a woman who thought sexuality education should focus on learning about sexually transmitted diseases and how to avoid them and another who thought the focus should be ‘relationship’ education, learning about issues like ‘consent’, and the ways sexuality is embedded in our culture. I can see both points of view, but what strikes me most about this debate is the way different world views potentially shape what goes on in the name of education in schools. Parents, kids, psychologists, teachers, administrators all have different views. Whose view is ‘right’ and who gets to decide what kids learn are questions I’m left with”.
Munro, J. (2003). Sexuality Education: Reflecting on Teachers’ Narratives of Experiences and Collaborative Research. In B. Ross & L Burrows (Eds). it Takes 2 Feet: Teaching Physical Education and Health in Aotearoa New Zealand, pp. 101-112. Palmerston North: Dunmore Press.
Marking criteria for part 1: Each log entry is marked separately.
Description of topic is clear (1%)
Own perspective is thoughtfully articulated and reference included (2%)
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Part 2 :Reading Diary (15%)
Choose three readings from our course reading list (either journal articles or chapters in a book) and respond to the three questions below (200 words for each reflection).
(a) what is the author saying? summarise his/her/their key points (5%)
(b) Do you agree/disagree with the author? On what basis? What kind of evidence do they draw on? How convincing is it? why? why not? (5%)
(c) Where have your ideas changed/been confirmed with regard to your initial thoughts on this issue (5%)
Marking criteria for part 2:
You will be marked holistically across the 3 readings
– key points clearly elaborated and accurately reported (5%)
– Own perspective clear and rationale for this well explained (7%)
– Reflective commentary on what has and hasn’t changed (3%)
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Note: These topics have been studied and you can refer to them so that you can find the information that was requested for the workshop from the teacher in the question for this assessment. I have attached books and references for you, and if there is any question, please you can ask
• Lecture 1: Second Opinion? What’s that?
In today’s session I simply introduce myself to you and encourage you to think about how your own experiences/beliefs shape how you might think about health. There is a reading attached to this brief session which we will discuss and draw on in next week’s lecture and tutorial. I am really looking forward to meeting you all next week in tutorial.
For next week’s tutorial please do the following:
Read chapter 1 (page 5 – 19) of John Germov’s ‘Second Opinion’ text. The chapter is called ‘Imagining Health Problems as Social Issues’. You will find this on the ‘reading list’ under the ‘Introduction’ tab on our moodle site.
Make notes of the following things:
(a) the key points
(b) Definitions of key terms
(c) What is a sociological imagination?
(d) What is the distinction between socio-cultural and boiomedical models of health?
• Lecture 2: Prejudice and practice – values and evidence in Health Promotion
In this session, we look at how words like ‘critical’ and ‘perspective’ might be defined, discuss the philosophy/orientation of the course and begin examining our own perspectives on particular issues.
For this week’s tutorial, please bring the following:
– thoughts on Germov’s article (last week’s ‘homework’)
– your sociological biography (from last week)
– a health issue you think is interesting
• Lecture 3: Food, fads, families & fat
• Kia ora koutou – please find an introduction to this topic on the panopto block on our moodle page. We will continue with this in class this Thursday. In the meantime, please see below for ‘homework’ for this week.
• The reading linked to our lecture today is Burrows, L. (2009) Pedagogizing families through obesity discourse. It is on the reading list on moodle (i.e. chapter 9 of the Biopolitics and the ‘obesity epidemic’: governing bodies book)
• If you could read this prior to class that would be great. We will deal with some of this material in lecture.
• In preparation for Thursday’s tutorial, can you please do the following:
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• 1. Bring (or photograph) an item of food that means something to you (e.g. your favourite food)
• 2. Read the two spinoff articles that you will find on the following links:
• https://thespinoff.co.nz/auckland/11-12-2017/the-food-critic-and-the-rookie-head-to-kfc/
• https://thespinoff.co.nz/auckland/08-12-2017/the-critic-and-the-rookie-dining-out-at-one-of-aucklands-most-expensive-restaurants/
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• The articles are both by Madeleine Chapman and Simon Wilson – staff writers for The Spinoff.
• (a) The food critic and the rooki head to KFC
• (b) The critic and the rookie: dining out at one of Auckland’s most expensive restaurants
Lecture 4: Schools, health and self in a world of ‘well-being’
Think about some questions you’d like to ask our school health and PE experts –
• Read Chapter 1 ‘Considering the politics and practice of health education’ in ‘Health Education: Critical Perspectives (on our reading list – by Fitzpatrick and Tinning) and take notes on following things: a) healthism; b) risk-based approaches to health; c) public pedagogy; d) health education vs health promotion; e) neoliberalism.
Health Education
Critical perspectives
Edited ByKatie Fitzpatrick, Richard Tinning
