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

ISBN-10: 0415306442

ISBN-13: 9780415306447

ISBN-10: 0415306450

ISBN-13: 9780415306454

Today's society is obsessed with the physique, its dimension, form and future health. Governments, company and the preferred media, spend and earn fortunes encouraging populations to get fit, devour correctly, 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 educating of actual schooling and wellbeing and fitness? How do academics and overall healthiness execs impact younger people's stories in their personal and others' our bodies? Is overall healthiness schooling releasing or purely one other type of legislation and social regulate? Drawing jointly the various newest study at the physique and education, physique wisdom and regulate bargains a pointy and hard critique of (post) modern day attitudes towards weight problems, overall healthiness, adolescence and the mainstream technological know-how and enterprise pursuits that advertise slim body-centred methods of pondering. contains: * A severe historical past of notions of physique, id and healthiness in faculties. * research of the 'obesity epidemic', consuming problems* Analysis of the effect of nurtured physique snapshot in racism, sexism, homophobia and physique elitism in faculties.

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

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In Karin’s case, these are likely to be the popular media, schools and other institutions concerned with health. Texts from these sources will provide indications of how discourses are constituted and how these become invested with personal and cultural desires, needs and so on. For example, popular magazines may provide instructions in how to exercise to become thinner, but thinness only becomes a desirable goal when connected to cultural ideals of attractiveness and/or the moral virtue of the well-disciplined body.

The significance of these developments for classroom processes, especially for the social re/production of achievement, underachievement, educational aspirations, ‘ability’ and identity and their intersections with gender, ethnicity and social class (see Francis 2000; Connolly and Neill 2001) has yet to be fully explored, especially in contexts of PEH. With few notable exceptions (Burrows and Wright 2001; Hill 2003; Brittain 2004; Sparkes, Chapter 11 of this volume) we have little research that enables us to do more than speculate as to whether similarly reductionist conceptions of ‘ability’ apply across subject cultures.

Discourse’, however, is a widely used term having a range of different technical meanings and uses in social research. In the introduction to Discourse as Data, Taylor (2001) provides a very helpful description of a range of discourse analytic processes and their underpinning assumptions and consequent ways of working with data. Discourse analysis is a term widely used by those interested in ‘looking closely at “language in use” where the analyst is “looking for patterns”’ (Taylor 2001: 6). However, how ‘language’ is interpreted determines the approach to discourse analysis.

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Body Knowledge and Control: Studies in the Sociology of Education and Physical Culture by John Evans, Brian Davies, Jan Wright, Dr Chris Shilling


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