By John Evans, Brian Davies, Jan Wright, Dr Chris Shilling
Today's society is obsessed with the physique, its dimension, form and wellbeing and fitness. Governments, enterprise and the preferred media, spend and earn fortunes encouraging populations to get fit, devour accurately, workout day-by-day and get skinny. yet how are current social tendencies and attitudes in the direction of the physique mirrored within the curriculum of faculties, within the instructing of actual schooling and healthiness? How do academics and wellbeing and fitness pros effect younger people's stories in their personal and others' our bodies? Is health and wellbeing schooling freeing or only one other kind of rules and social regulate? Drawing jointly a number of the most up-to-date examine at the physique and education, physique wisdom and keep watch over bargains a pointy and not easy critique of (post) modern day attitudes towards weight problems, well-being, formative years and the mainstream technological know-how and company pursuits that advertise slender body-centred methods of considering. comprises: * A serious historical past of notions of physique, id and health and wellbeing in faculties. * research of the 'obesity epidemic', consuming issues* Analysis of the impression of nurtured physique photograph in racism, sexism, homophobia and physique elitism in faculties.
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Additional resources for Body Knowledge and Control: Studies in the Sociology of Education and Physical Culture
Morais, A. and Neves, I. (2001) ‘Pedagogic social contexts. Studies for a sociology of 18 John Evans and Brian Davies learning’, in A. Morais, I. Neves, B. Davies and H. Daniels (eds) Towards a Sociology of Pedagogy, New York: Peter Lang. , Davies, B. and Daniels, H. (eds) (2001) Towards a Sociology of Pedagogy. The Contribution of Basil Bernstein to Research, New York: Peter Lang. Nash, R. (2003) ‘Inequality/difference in New Zealand education: social reproduction and the cognitive habitus’, paper presented at the International Sociology of Education Conference 2003, 2–3 January 2003, London.
However, as Edley (2001) points out (writing in the context of discursive psychology), there is a powerful discourse which would want to see individuals as ‘unique, self-contained motivational and cognitive universes’. He argues that most people in the Western world are invested in a philosophical tradition which values personal integrity and the consistency of identity over time. Westerners are very keen to be seen, by themselves as well as others, as someone in particular. This explains why when people are encouraged or forced to see the contradictions in their own identity ‘project’, they often feel defensive or embarrassed.
Their arguments resonate with those expressed in Chapter 13 where it is suggested that, in a ‘Totally Pedagogised Society’ (Bernstein 2001) where health is everyone’s concern, almost every disposition and behaviour is amenable to regulation, control and surveillance not just within and by the practices of schools but in the work place, leisure and home. In Chapter 7 Dawn Penney and Jo Harris offer an innovative way of looking at the ‘policy process’. They document the ‘discursive boundaries’ inherent in ofﬁcial policy texts illustrating their impact on the curriculum and teaching of PE and health in schools in the UK, New Zealand and elsewhere.