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Moving Beyond the Injustices of the Schooled Healthy Body

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International Handbook of Educational Leadership and Social (In)Justice

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 29))

Abstract

A healthy body is determined not by medical treatments and lifestyle choices alone, but by a complex interaction of social influences (Raphael, 2009). Despite this, many North American schools continue to espouse the notion that individual choice and behavior alone are the solutions to educating youth for long-term health. In this chapter, we argue that current “healthy body” discourses in schools, in particular in health and physical education culture, privilege certain body types and marginalize others. Through a critical lens, we advocate for a new social movement that deconstructs the injustices of biopedagogies in schools, challenges the regulation of bodies in and through educational practice, and disrupts the idea of the schooled healthy body. Resisting hegemonic biopedagogies, we advocate a vision of social justice in schools that fosters a physical education culture of safety for, and democratic inclusion of, all bodies.

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Notes

  1. 1.

    Biopower was coined by Foucault (1979), as having power over bodies whereby the body becomes the object of political power. Hence, biopedagogies are pedagogies that regulate the body.

    Evans and colleagues use the term body pedagogies, which defines whose and what bodies have status and value. Hence in obesity discourse, an individual’s character and value is judged by their weight and size (Evans et al., 2008).

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Authors and Affiliations

  1. Faculty of Education, Lakehead University, Thunder Bay, Canada

    Erin Cameron, Gerald Walton, Constance Russell & Teresa Socha

  2. Faculty of Education and Department of Women’s Studies, Lakehead University, Thunder Bay, Canada

    Jan Oakley

  3. Department of Women’s Studies, Lakehead University, Thunder Bay, Canada

    Lori Chambers

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  1. Erin Cameron
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  2. Jan Oakley
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  3. Gerald Walton
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  4. Constance Russell
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Correspondence to Erin Cameron .

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  1. Florida Atlantic University, Boca Raton, Florida, USA

    Ira Bogotch

  2. Wayne State University, Detroit, Michigan, USA

    Carolyn M. Shields

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Cameron, E., Oakley, J., Walton, G., Russell, C., Chambers, L., Socha, T. (2014). Moving Beyond the Injustices of the Schooled Healthy Body. In: Bogotch, I., Shields, C. (eds) International Handbook of Educational Leadership and Social (In)Justice. Springer International Handbooks of Education, vol 29. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6555-9_36

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