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Understanding policy: why health education policy is important and why it does not appear to work
journal contribution
posted on 2014-07-22, 10:45 authored by John Evans, Brian Davies, Emma Rich, Laura DePianDrawing 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 JOURNALVolume
39Issue
2Pages
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
2013Notes
This item is Closed AccessISSN
0141-1926Publisher version
Language
- en