By John Evans, Brian Davies, Jan Wright, Dr Chris Shilling

Today's society is obsessed with the physique, its measurement, form and overall healthiness. Governments, company and the preferred media, spend and earn fortunes encouraging populations to get fit, consume adequately, workout day-by-day and get skinny. yet how are current social developments and attitudes in the direction of the physique mirrored within the curriculum of faculties, within the educating of actual schooling and healthiness? How do lecturers and well-being pros impression younger people's stories in their personal and others' our bodies? Is health and wellbeing schooling releasing or purely one other type of law and social keep watch over? Drawing jointly the various most recent study at the physique and education, physique wisdom and keep an eye on deals a pointy and difficult critique of (post) modern day attitudes towards weight problems, wellbeing and fitness, youth and the mainstream technology and enterprise pursuits that advertise slender body-centred methods of considering. comprises: * A severe historical past of notions of physique, id and wellbeing and fitness in faculties. * research of the 'obesity epidemic', consuming issues* Analysis of the impact of nurtured physique photo in racism, sexism, homophobia and physique elitism in faculties.

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Additional info for Body Knowledge and Control: Studies in the Sociology of Education and Physical Culture

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She argues the merits of discourse analysis as a way of conceptualising and deconstructing relations of power which operate on and within PHE; highlighting ‘the body’, identity and health, as socially constructed domains. Combined with other means it can be used for the relational analysis of socio-cultural settings and their change. Part 2 of the book centres on the way in which ideologies, policies and discursive practices outside schools influence thinking and actions within them. Together the authors explore conceptions of childhood, health and identity, illustrating how definitions, agendas and categories employed and often taken for granted by teachers and teacher educators are constructed historically and contemporaneously in changing socio-cultural circumstance and in relation to the policies and practices of science and other economic and political interests outside schools.

2003) ‘Let them eat chips’, Pedagogy, Culture and Society 11(2). -M. (1997) Critical Postmodernism in Human Movement, Physical Education and Sport, New York: SUNY. Francis, B. (2000) Boys, Girls and Achievement. London: Routledge. Giddens, A. (1999) ‘The director’s lectures. uk/Giddens/reith_99/week3/week3. htm Gillborn, D. and Youdell, D. (2001) ‘The new IQism: intelligence, ability and the rationing of education’, in J. ) Sociology of Education Today, Basingstoke: Palgrave. Goodson, I. (1988) The Making of the Curriculum, Lewes: Falmer Press.

The first lay in the character of the horizontal knowledge structures of sociology itself (Bernstein 1999). Long on ‘commitment’ and short on the good research practice that arises from theoretical strength, its elements could be described as embattled or mutually denying, rather than cooperative or cumulative. g. as represented by the classic Halsey, Floud and Anderson collection of 1961 or the mainstream US tradition of a journal such as Sociology of Education), or ignoring them as largely unworthy of attention, for example as with the work of Bernstein or Dahloff and Lundgren Changing evaluations of ‘new directions’ can be traced, among others, through Connell (1983); Apple (1985); Whitty (1985); Wexler (1987); Goodson (1988); Lauder and Brown (1988); Sadovnik (1995); Arnot (2002).

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