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When considering the relevance of contemporary learning theories to health education and promotion work in schools it is necessary to inspect the kinds of discourses used therein for how they understand and thereby constitute people and their worlds. For instance, contemporary educational practices, teaching and learning included, are dominated by constructivist theory and its person-in-the-world purview. It follows that from these discourses potentials for inclusion (and exclusion) emanatedoi:10.1080/13603116.2010.538867 fatcat:3p45xxz2pfg5nasc3gg5kbw544