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Understanding policy: why health education policy is important and why it does not appear to work

journal contribution
posted on 22.07.2014 by John Evans, Brian Davies, Emma Rich, Laura DePian
Drawing on research investigating the impact of health imperatives around obesity, diet and exercise on the actions of teachers and pupils in schools, this paper offers a reflexive account of the relationships between the ‘noise’ of obesity discourse in the public domain, policies forged to tackle health issues and the realities of teaching in schools. Our analyses suggest that intersections of bio-policies, body pedagogies and human agents forge assemblages of meaning that frame and regulate but cannot determine either teachers’ or young people’s lives. Teachers and pupils experience the capriciousness of policies as they flow through specific school contexts and intersect with ‘local’ institutional cultures, expectations and interests. We suggest that Basil Bernstein’s concepts and poststructural social theory prove useful when addressing how the aforementioned processes are emplaced, enacted and embodied.

History

School

  • Sport, Exercise and Health Sciences

Published in

BRITISH EDUCATIONAL RESEARCH JOURNAL

Volume

39

Issue

2

Pages

320 - 337 (18)

Citation

EVANS, J. ... et al, 2013. Understanding policy: why health education policy is important and why it does not appear to work. British Educational Research Journal, 39 (2), pp.320-337.

Publisher

Wiley (© British Educational Research Association)

Version

NA (Not Applicable or Unknown)

Publication date

2013

Notes

This item is Closed Access

ISSN

0141-1926

Language

en

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