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Title: Understanding policy: why health education policy is important and why it does not appear to work
Authors: Evans, John
Davies, Brian
Rich, Emma
DePian, Laura
Keywords: Policy
Pedagogy
Obesity
Emplacement
Enactment
Embodiment
Issue Date: 2013
Publisher: Wiley (© British Educational Research Association)
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.
Abstract: 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.
Description: This item is Closed Access
Version: Closed access
DOI: 10.1080/01411926.2011.647679
URI: https://dspace.lboro.ac.uk/2134/15284
Publisher Link: http://dx.doi.org/10.1080/01411926.2011.647679
ISSN: 0141-1926
Appears in Collections:Closed Access (Sport, Exercise and Health Sciences)

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