Breaking down "Healthism": Barriers to Health and Fitness as Identified by Immigrant Youth in St. John's, NL, Canada

Autor/inn/en	Shea, Jennifer M.; Beausoleil, Natalie
Titel	Breaking down "Healthism": Barriers to Health and Fitness as Identified by Immigrant Youth in St. John's, NL, Canada
Quelle	In: Sport, Education and Society, 17 (2012) 1, S.97-112 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2011.607914
Schlagwörter	Feminism; Focus Groups; Foreign Countries; Immigrants; Costs; Climate; Body Weight; Exercise; Health; Physical Fitness; Qualitative Research; Diaries; Barriers; Social Influences; Political Influences; Economic Factors; Adolescents; Student Attitudes; Journal Writing; Canada + Suchen Sie Ihr Suchwort? Feminismus; Ausland; Immigrant; Immigrantin; Immigranten; Cost; Kosten; Klima; Körpergewicht; Übung; Gesundheit; Leistungsfähigkeit; Qualitative Forschung; Diary; Tagebuch; Sozialer Einfluss; Political influence; Politischer Einfluss; Ökonomischer Faktor; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Zeitschriftenaufsatz; Kanada
Abstract	In this article, we challenge dominant health and fitness discourses which stress individual responsibility in the attainment of these statuses. We examine the results of an empirical study exploring how a group of 15 Canadian immigrant youth, aged 12-17, discursively construct notions of health and fitness. Qualitative data were collected through focus groups and journaling and analyses were formed using feminist post-structuralist perspectives to examine how the youth's ideas of health and fitness are influenced by cultural and institutional discourses. Through our analysis of their ideas regarding barriers to health and fitness, we argue that while current dominant discourses emphasize individual responsibility for health and fitness; these concepts are linked to a variety of political, social and economic influences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10