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Purpose– The propositional knowledge about the Health Promoting School (HPS) and how it privileges the health sector, and research through intervention and behaviour change rather than gaining an understanding of how social bases of health impact and influence individuals and the wider school community. The purpose of this paper is to explore how bricolage offers opportunity for understanding complexity, thick description and inter- and multi-disciplinary work. The experience of health promotion and what it looks like at the school level and provides epistemological considerations for reframing research about HPSs for purposes of social justice and equity through bricolage.Design/methodology/approach– An introduction reveals the challenges of health promotion settings, and schools in particular to achieve social justice and equity. Bricolage is discussed with reference to complexity, thick description and inter- and multi-disciplinary work. Considerations are given to bricolage as research to gain understanding and to contribute to social change.Findings– As a setting the HPS is a complex site of social interaction and where there is interplay of multiple, casual factors that influence health and well-being. The potential for social justice and equity remains latent and new approaches to investigating and researching are required. Bricolage offers substantial possibilities as it recognises the value of researching social contexts but with a deliberate intent to engage with participants.Practical implications– This paper considers how bricolage can re-focus ontological and epistemological positions to engage in health promotion as a social action.Originality/value– This paper raises questions about the ability of the HPS model to deliver on social justice under current compliance regimes.

BACKGROUND: Activities to foster food literacy in young people are increasingly common in schools, driven both by the public health sector and by curriculum mandates from education officials in government. In Canada, both Kindergarten–Grade 12 (K-12) classroom teachers and educators from community organisations deliver food literacy education programmes in schools, often framed as partnerships working in the interests of young people. OBJECTIVE: The study examines the alignment between what both classroom teachers and community educators state are the desired outcomes for students of their food literacy education work and the topics/activities they engage in with students. DESIGN, SETTING AND METHOD: We surveyed and interviewed teachers and community educators in British Columbia, Canada, and utilised participant observation and secondary data from food literacy education network activities. RESULTS: Shared food literacy education goals and topics/activities were evident in the responses of classroom teachers and community educators. Teachers framed their food literacy education programmes around the curriculum-as-plan – in this case, the provincial curriculum known as the BC Curriculum – and then enacted a lived curriculum that students experienced in the classroom. Community educators offered programmes that were initially designed to meet their organisation's focus, but which varied in terms of how much of the BC Curriculum was addressed. CONCLUSION: Our results show broad alignment between teachers and community educators in food literacy education goals and practices; however, there is potential to increase this alignment and build stronger partnerships that support teachers in enacting the BC curriculum and meeting the needs of their students.

International organizations, governments, researchers, and activists have proposed the need for deeper integration of sustainability considerations in national food-based dietary guidelines (FBDGs). Yet, as recent scholarship advances the conversation, questions remain around how to effectively frame and address the interconnectedness of multiple sustainability domains. Little systematic analysis has evaluated how current FBDGs have integrated complex messages about socially, environmentally, and economically sustainable consumption practices with nutrition and health messages. This study had two nested objectives: (i) to examine the validity of an existing sustainable diets framework by assessing how sustainability concepts have been framed and included in national FBDGs available from 2011 to 2019 and (ii) to describe a novel analysis approach that augments an existing framework which integrates sustainability domains and can be adapted for use by future FBDGs. A qualitative content analysis was used to examine sustainability concepts found in 12 FBDGs and supporting documents available in English that were developed for use in 16 countries across Europe, North and South America, and Asia as of 2019-from a global review of those published prior to 2016 and gray literature review of publications between 2016 and 2019. Health domains were the primary frame found across the FBDGs examined, but documents also commonly incorporated agricultural, sociocultural, and economic sustainability principles. Analyzed documents were used to adapt an existing policy analysis framework into a "Sustainability in FBDGs Framework." This proposed framework contributes a novel analysis approach and has five core domains that are interconnected: health and nutrition, food security and agriculture, markets and value chains, sociocultural and political, and environment and ecosystems. This study adds to the growing body of literature related to sustainable food systems and dietary guidelines by presenting how sustainability framing in FBDGs can be used to further develop a comprehensive framework for integrating sustainability domains. While this project helps to validate previous work, further analyses of FBDGs which have emerged since this study and those not available in English are needed to improve the guidance approach described here and for assessing the incorporation of sustainability domains in future FBDGs. This work is useful in informing processes for policy developers to integrate sustainability considerations into their national FBDGs. ; Peer reviewed