This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneously suggest that the language used to orient teaching towards social justice objectives is often elusive. In this paper, we contend that despite the presence of social justice intentions in these five HPE curricula, the articulation and function of the language within the curriculum documents do not necessarily support the enactment of this in practice. To conclude, we therefore suggest that more work is needed to ensure that curricula and other supporting artefacts and resources can better support both teachers’ practice and students’ learning in raising awareness of, and addressing, social justice outcomes in HPE.

中文翻译：

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尽管意图良好：不同背景下的健康和体育课程中的社会正义难以捉摸

本文利用批判性话语分析来研究瑞典、挪威、南非、澳大利亚和新西兰的健康和体育教育（HPE）课程如何影响学校实现社会正义的可能性。研究结果强调了五门课程中存在与具体运动经验、社会凝聚力和行动主义相关的社会正义意图。也就是说，研究结果同时表明，用于将教学导向社会正义目标的语言往往难以捉摸。在本文中，我们认为，尽管这五个 HPE 课程中存在社会正义意图，但课程文件中语言的表达和功能并不一定支持在实践中实现这一目标。因此，总而言之，我们建议需要开展更多工作，以确保课程和其他支持性制品和资源能够更好地支持教师的实践和学生的学习，以提高对 HPE 社会正义成果的认识并解决这一问题。