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• W2237845049 abstract "This paper stems from a doctoral thesis which explores ‘emplacement', ‘enactment' and ‘embodiment' of government health policy in three schools located in Midlands region of England. The paper draws on descriptive quantitative and detailed qualitative data collected via interviews with health and physical educators and questionnaires and interviews with pupils to document complexity of policy process, its uncertainty, and intended and unintended affects and effects on lives and bodies of young people. More specifically, it examines multiple ways in which health policy relating to obesity, diet and exercise is recontextualised and mediated by teachers as specific pedagogic practice, highlighting in particular how, through an uncritical acceptance of dominant health and obesity discourses, health and physical educators are unwittingly inviting their pupils to (l)earn their right to belong and, in process, become particular ‘classed subjects' (O'Flynn, 2010). The analyses therefore focus specifically on class and cultural mediations of health pedagogies in each setting and various ways these can affect a young person's developing sense of self and belonging. Whilst highlighting deleterious and indeed ubiquitous effects of some health education programmes on some young people's relationships with their weight/size, key findings presented in this paper offer nuance and complexity to notion of the neoliberal through exploration of ways in which contemporary health imperatives also have potential to privilege and empower some young people. Particular attention is therefore paid to voices of young people, whom by way of embodying pedagogies found in their schools become ‘troubled', ‘emboldened' or ‘insouciant' bodies, as such pedagogies intersect with their various subjectivities. In its cultivation of performative body (Rich and Evans, 2009), neoliberal ‘healthy' ideal circulating across these schools and affecting pupils' relationships with their own bodies, has contributed to reproduction of extant social hierarchies. Young people are therefore considered to be ‘body subjects' (Blackman, 2012) whose embodiments are variously assembled, performed and enacted in situ. The narratives presented in this paper point to a knowledge-deficit among policy makers and health educators, regarding young people's (in)ability to enact and embody health knowledge disseminated through their school. The paper concludes with a discussion of implications of these findings for policy makers, educators and researchers whose work concerns young people's health and well-being." @default.
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• W2237845049 date "2014-12-03" @default.
• W2237845049 modified "2023-09-25" @default.
• W2237845049 title "(L)earning their Right to Belong: Emplacing, enacting and embodying health policy in schools" @default.
• W2237845049 hasPublicationYear "2014" @default.
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