Understanding Policy: Why Health Education Policy Is Important and Why It Does Not Appear to Work

Autor/inn/en	Evans, John; Davies, Brian; Rich, Emma; DePian, Laura
Titel	Understanding Policy: Why Health Education Policy Is Important and Why It Does Not Appear to Work
Quelle	In: British Educational Research Journal, 39 (2013) 2, S.320-337 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2011.647679
Schlagwörter	Educational Policy; Health Education; Obesity; Eating Habits; Exercise; Teacher Behavior; Student Behavior; Human Body; Foreign Countries; Rural Schools; Urban Schools; Health Promotion; School Policy; Health Behavior; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Adipositas; Ernährungsgewohnheit; Essgewohnheit; Übung; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Menschlicher Körper; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Schulpolitik; Health behaviour; Gesundheitsverhalten; Großbritannien
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." (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10