Social Theory and Health Education

Deana Leahy is a Senior Lecturer in Health Education in the Faculty of Education at Monash University. Her research draws from interdisciplinary perspectives to critically engage with questions related to the politics and practices of health education, in schools and beyond.Katie Fitzpatrick is an Associate Professor in the Faculty of Education and Social Work at the University of Auckland. Her research and teaching are focused on health education and physical education, as well as critical ethnographic and poetic research methods.Jan Wright is an Emeritus Professor at the University of Wollongong. Her research draws on feminist and poststructuralist theory to critically engage issues associated with the relationship between embodiment, culture and health.

• List of Figures, Tables and BoxesList of ContributorsChapter 1: Why Do We Need Social Theory in Health Education? Deana Leahy, Katie Fitzpatrick and Jan WrightChapter 2: Working with Social Theory in Health Education Mary Lou RasmussenChapter 3: Biopedagogies and Family Life: A Social Class Perspective Lisette Burrows and Jan Wright Chapter 4: The Ontological Politics of Partying: Drug Education, Young Men and Drug Consumption Adrian FarrugiaChapter 5: Using Bourdieu To Understand Health and Education Katie FitzpatrickChapter 6: Poststructuralist and New-Materialist Approaches to Analyses of Bullying Among Children Nina Hein and Dorte Marie SøndergaardChapter 7: Vital Materialism and The Thing-Power of Lively Digital Data Deborah LuptonChapter 8: Assembling Affects: A Deleuzo-Guattarian Approach to School Drug Education Peta Malins and Nicholas KentChapter 9: Critical Policy Studies and Historical Sociology of Concepts: Wellbeing and Mindfulness in Education Julie Mcleod and Katie WrightChapter 10: ‘School Refusal’: What is the Problem Represented to Be? A Critical Analysis Using Carol Bacchi’s Questioning Approach Catriona O’Toole and Roisin DevenneyChapter 11: Health Education Policy and Curriculum: Bernsteinian Perspectives and A Whole New Ball Game Dawn PenneyChapter 12: Navigating Health Knowledge: Postcolonialism And Ethnic Minority Girls’ Experiences of Health Education in School Contexts Leanne Petherick And Moss E. NormanChapter 13: Governmentality, School Nutrition and The International Practice of Governing Health Behaviours Darren Powell and Carolyn PluimChapter 14: ‘Deleuze For Goodness Sake’: Examining Health Inequities Via Assemblage Theorising Richard PringleChapter 15: Re/Doing Sexuality Education Research as A Rhizomatic Pedagogical Encounter and Its Educational Implications Kathleen QuinlivanChapter 16: Education as Products and Productions of Norms Eva Reimers Chapter 17: Digital Health Technologies, Body Pedagogies and Material-Discursive Relations of Young People’s Learning About Health Emma Rich, Sarah Lewis and Andy Miah Chapter 18: Putting Foucauldian Ethics to Work in Critical Health Education Karen Shelley and Louise MccuaigChapter 19: Engaging with Normativity in Health Education Research: Inspiration from Continental Critical Theory Venka Simovska, Nis Langer Primdahl and Anders Skriver JensenChapter 20: Destroying the Family and Civilization: Marxism, Safe Schools and Sexuality Education Roz WardChapter 21: Beyond Carrot Sticks and Sermons: The Practice of Education in Obesity Interventions Megan WarinChapter 22: Public Health Pedagogy and Technology as a Mode of Existence Benjamin Williams and Jessica Le

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