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In this paper, we draw upon Jensen’s ([1997]. A case of two paradigms within health education.  Health Education Research ,  12 (4), 419–428; [2000]. Health knowledge and health education in the democratic health promoting school.  Health Education ,  100 (4), 146–153) Danish work describing two paradigms of school-based health education. Although hailing from the other side of the globe, Jensen’s paradigms of health education are a useful heuristic for critiquing the promises, practices, and potential of health education as it is enacted in schools. Conducting a close read of a range of recent literature from Aotearoa New Zealand – in which a socio-critical orientation to health education is embedded in curriculum policy – we re-visit Jensen’s ideas to develop a contemporary view of the paradigms of health education as they are conceived and are put to work in health education in Aotearoa New Zealand. We explore implications for health education curriculum policy, classroom practice, and research into the subject arising from our extension to the paradigms of health education, taking the position that school-based health education is (still) yet to live up to its numerous promises and rich potential (Alfrey et al. [2021]. Learning about health through ‘intergenerational arts-led pedagogies’ in health and physical education: Exploring pedagogical possibilities.  Sport, Education and Society , 26(8), 815–830; Fitzpatrick &amp; Burrows [2017]. Critical health education in Aotearoa New Zealand.  Sport, Education and Society , 22(5), 552–568; Leahy et al. [2016].  School health education in changing times: Curriculum, pedagogies and partnerships . Abingdon: Routledge).

curriculum studies in health and physical education

Paradigms of health education in Aotearoa New Zealand: a heuristic for critiquing the promises, practices, and potential of school-based health education