‘Kiwi kids are Weet-Bix™ kids’—body matters in childhood

Burrows, Lisette

doi:10.1080/13573321003683919

Cited by 37 publications

(37 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The sensation of conflict between an imagined or immediate desire of something and the conscious thought of the associated risks in acting upon such a desire creates feelings of temptation, self-surveillance and guilt. These feelings appear counterproductive to the project of 'health' itself (Burrows, 2010;Burrows & Wright, 2007;O'Dea, 2005;Wright & Dean, 2007).…”

Section: Discussionmentioning

confidence: 92%

“…The consistency and intensity of this message, we argue, constructs children as in need of saving themselves from 'unhealthy' food behaviour and in turn limits children's 'healthy' food knowledge. Our concern here, lies with how these truths about food and nutrition shape the thoughts of individuals in ways that can conjure up feelings of shame and disgust (Burrows, 2010). The sensation of conflict between an imagined or immediate desire of something and the conscious thought of the associated risks in acting upon such a desire creates feelings of temptation, self-surveillance and guilt.…”

Section: Discussionmentioning

confidence: 97%

See 1 more Smart Citation

The medicalisation of food pedagogies in primary schools and popular culture: a case for awakening subjugated knowledges

Welch

McMahon

Wright

2012

Discourse: Studies in the Cultural Politics of Education

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 97%

The medicalisation of food pedagogies in primary schools and popular culture: a case for awakening subjugated knowledges

Welch

McMahon

Wright

2012

Discourse: Studies in the Cultural Politics of Education

View full text Add to dashboard Cite

“…As Lee and Macdonald (2010) argue, it is therefore difficult to separate the discourses of obesity from healthism. Echoing previous research conducted in New Zealand schools by Burrows (2008Burrows ( , 2010, and more recently by Powell and Fitzpatrick (2015), the students in Room 22 frequently used words like 'skinny', 'strong' and 'fat' in describing bodies in relation to health.…”

Section: Healthism and Obesity Discoursementioning

confidence: 99%

“…Fitness as exercise, and fitness for physical activity, were prominent in the actions of students and teachers at Tuihana School, in both structured and unstructured play. A group of students were discussing fitness: (Field notes, June, 2013) This objectifying of the body as skinny or strong as Richie described above, is a corporeal entity associated with 'being healthy' and is an image that is suggested as being prevalent amongst children (Burrows, 2010;Quennerstedt, Burrows & Maivorsdotter, 2010;Wright, Burrows & Rich, 2012).…”

Section: Children's Voicementioning

confidence: 99%

Mum’s Diet and children’s voice in health education

Atkins¹

2017

LCJ

View full text Add to dashboard Cite

This paper focuses on how children develop particular understandings about health and about their bodies through formal and informal learning processes. It will discuss findings from a two year long ethnographic study undertaken in Aotearoa New Zealand that explored how primary school aged children reproduce health messages. The study drew on Shilling's (2008) notion of corporeal perfection, referring to the 'ideal body', an image that is often cultivated as acceptable with children. This paper discusses opportunities that teachers have to reinforce messages about health during and following a health intervention called Healthy Homework. Findings from this doctoral research illustrate ways in which health programmes and resources overtly and inadvertently limit understandings of what it is to be healthy and what constitutes a healthy body. The reading book Mum's Diet (Cowley, 1987) provides a framework for discussion on children's understanding of health and healthy bodies. The findings illustrated that understandings of health can often be re-contextualised, resulting in children's voice being a reproduction of the cultural norms afforded them through their school and home environments.

show abstract

“…While these notions have a common-sense appeal, they simultaneously generate conundrums for teachers, for students and for schools as learner-centred institutions. In particular, these kinds of assumptions raise questions about what drives teaching and learning in schools (see Burrows, 2010a;McDermott, 2012;Rail, 2009), and questions about what 'teaching' and 'learning' actually mean in school environs.…”

Section: Introductionmentioning

confidence: 99%