This book makes the case that school Health and Physical Education (HPE) can make a unique contribution to young people's physical, emotional and social health outcomes when teachers of HPE engage in pedagogies for social justice that emphasise inclusion, democracy and equity. Drawing on observations and teacher interviews across Sweden, Norway and New Zealand, the book explores successful school teaching practices that promote social justice and equitable health outcomes. In particular, it draws attention to the importance of building relationships, teaching for social cohesion and explicitly teaching about and acting on social inequities as pedagogies for social justice. The book also argues that context matters and that pedagogies for social justice need to recognise how both approaches to, and focus on, social justice vary in different contexts. This is essential reading for academics and students interested in social justice and working in the fields of education, HPE and teacher education.

This edited collection explores the concept of social entrepreneurship in sport, examining how it has been used in Swedish society to date. It explores how this approach in sport could also be used to address wider socio-political issues, including economic, political, cultural and pedagogical in European society. Sport and Social Entrepreneurship in Sweden explores different social entrepreneurship projects which have created new forms of activity and reached groups of children and young people previously disengaged in sport. The authors also highlight the growing momentum of this kind of entrepreneurship in Sweden after a period of societal upheaval that has resulted in a blurring of social borders and the founding of new organisational forms. This book contributes to the formation of a new field of research, involving theoretical and empirical work on the characteristics and possibilities of social entrepreneurship in relation to sport.

This edited collection explores the concept of social entrepreneurship in sport, examining how it has been used in Swedish society to date. It explores how this approach in sport could also be used to address wider socio-political issues, including economic, political, cultural and pedagogical in European society. Sport and Social Entrepreneurship in Sweden explores different social entrepreneurship projects which have created new forms of activity and reached groups of children and young people previously disengaged in sport. The authors also highlight the growing momentum of this kind of entrepreneurship in Sweden after a period of societal upheaval that has resulted in a blurring of social borders and the founding of new organisational forms. This book contributes to the formation of a new field of research, involving theoretical and empirical work on the characteristics and possibilities of social entrepreneurship in relation to sport.

This book makes the case that school Health and Physical Education (HPE) can make a unique contribution to young people's physical, emotional and social health outcomes when teachers of HPE engage in pedagogies for social justice that emphasise inclusion, democracy and equity. Drawing on observations and teacher interviews across Sweden, Norway and New Zealand, the book explores successful school teaching practices that promote social justice and equitable health outcomes. In particular, it draws attention to the importance of building relationships, teaching for social cohesion and explicitly teaching about and acting on social inequities as pedagogies for social justice. The book also argues that context matters and that pedagogies for social justice need to recognise how both approaches to, and focus on, social justice vary in different contexts. This is essential reading for academics and students interested in social justice and working in the fields of education, HPE and teacher education.