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Copyright 2007 the authors and the Cooperative Research center for Aboriginal Health. Published version of the paper reproduced here with permission from the publisher., We start with a story from one of our authors that tells about the possibility of change. The need for change is highlighted by a short review of the dire situation in health and education for many Indigenous peoples. We argue firstly for a recognition of the importance of transactions, or reciprocal relations, among elements of complex systems such as education and health. We review existing literature on the education–health nexus and consider the applicability of extant research findings to the situations of Indigenous Australians. We then consider contemporary issues in education, such as constructivism and self-regulated learning, with a view to considering how these might inform recommendations for change. A number of areas where change could be effected are then discussed. The first of these involves re-conceptualisation of the multi-level system that influences outcomes in education and wellbeing. Change is also required in the theoretical perspectives used to inform the educational research agenda, in consideration of where, and with whom, educational efforts might be made. We consider how recent research on conceptual change might provoke new locations and imperatives for educational action. Finally, we recommend areas for future research such that ensuing practices are founded on good quality knowledge. The themes in Uncle Badger’s story are central to this paper. We do need to look after our country and the people in it. The urgent need to look after people is made very clear when we consider the statistics related to the health and education of Indigenous groups. We do need to work together, not only as individuals, but also as a social system. In addition, like both Kim and Uncle Badger in the above story, as a nation we need to be prepared to learn and to have the courage to change

Thesis (DEducation)--University of South Australia, 2012. Includes bibliographical references (pages 233-255) This practitioner research reports on a study conducted with health education teachers who graduated from a teacher-education program at Flinders University between 2000 and 2009. The research focuses on the history of, and influences on, health education in South Australia and the topics delivered at Flinders University. Flinders University used a socio-critical approach to teaching health education during the period in which the research participants were studying, supported by international and national research during the late 20th century that recommended a ‘whole school approach’ or a ‘comprehensive approach’ (World Health Organisation 1986) to health education, including health promotion. The purpose of the research was thus to gain greater understanding about the opportunities health-education teachers in secondary schools have to teach health education for social action, empowering their students to act on the social determinants of health. As part of the health education teaching team at Flinders University during the research period, I was interested in understanding whether health-education teachers could enact this socio-critical approach to health education in the secondary school context. This research sought to understand the reality of the expectation that participants would construct curriculum in the way Flinders University taught it. The Flinders University health-education curriculum topics promoted an understanding of the curriculum and pedagogies supporting democratic practices in health education. Included in these topics was a focus on the health promoting schools model, which research (Stewart-Brown 2006; St Leger & Nutbeam 2000d) suggest enhances the teaching and learning elements of health education. When policy and environmental changes promoting healthy behaviour support health education, sustainable changes can occur, as students and families are empowered to take action on the social factors influencing their health outcomes. This research investigates the development of the health promoting school model, or other action-competence, in the curriculum experiences constructed by the participants. Participants identified a number of barriers to working democratically in the secondary school structure. Timetables and curriculum links with the physical education subject area reduced time available for teaching health education. Pastoral care in secondary schools has become a site for health education, and many middle school teachers are delivering health education during home group, in Christian studies classes and through initiatives of the school counsellor or leadership teams, in order to address content such as cyber-bullying and safe partying. The passion health-education teachers have for the learning area, and the commitment they bring to building relationships with students, influences their pedagogy. Their passion and belief in the value of health education and promotion motivates health-education teachers to continue to find opportunities to work with students in developing curriculum to improve health behaviour and the creation of a healthy environment.

Objective: To describe trends in health attitudes and self-perceptions among school-age South Australians between 1985 and 2004. Methods: The questionnaire from the 1985 Australian Schools Health and Fitness Survey was administered during 2004 in those South Australian schools that participated in the 1985 survey. Using chi square, responses were compared for 10–15 year-olds (1985, n=398; 2004, n=467) on attitudes to: visiting the doctor and dentist, smoking, sleep, diet, exercise, stress, having friends, and knowledge about fitness and health. Additionally, self-perceptions of health and fitness were compared. Results: Among boys and girls between 1985 and 2004, there were significant declines in the perceived importance of regularly visiting the dentist and doctor, but improved attitudes to being a non-smoker. Among boys, the perceived importance of sleep and diet declined between surveys. A smaller percentage of boys and girls in the latter survey perceived their current health status as ‘good’. In the lower SES sample, the percentage of girls rating healthy diet as ‘very important’ was lower in 2004. Conclusions: There have been general declines in perceived importance of many health-related behaviours among South Australian youth between 1985–2004. In contrast, the perceived importance of not smoking was higher in 2004 than 1985. Implications: The relative success of anti-smoking campaigns targeting youth suggests that health education must be accompanied by broader environmental support in order to effect positive behavioural change.