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Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s.

The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers.

School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace.

Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.

Purpose – We build on prior research of social movement communities (SMCs) to conceptualize a new form of cultural support for activism – the social movement online community (SMOC). We define SMOC as a sustained network of individuals who work to maintain an overlapping set of goals and identities tied to a social movement linked through quasi-public online discussions.

Method – This paper uses extensive data collected from Stormfront, the largest online community of white nationalists, for the period from September 2001 to August 2010 totaling 6,868,674 posts. We systematically analyzed the data to allow for a detailed depiction of SMOCs using keyword tags. We also used Stata 11 to analyze descriptive measures such as persistence of user presence and relation of first post to length of stay.

Findings – Our findings suggest that SMOCs provide a new forum for social movements that produces a unique set of characteristics. Nevertheless, many characteristics of SMOCs are also in line with conventional offline SMCs.

Originality of the paper – This research broadens our understanding of the differences between online and offline SMCs and presents the special case of the SMOC as a way for scholars to conceptualize and study social movements that use the Internet to form their collective identity.