Like a Fish in Water: Physical Education Policy and Practice in the Era of Neoliberal Globalization

Macdonald, Doune

doi:10.1080/00336297.2011.10483661

Cited by 102 publications

(76 citation statements)

References 19 publications

(13 reference statements)

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“…Evans, 2013;MacDonald, 2011; MacDonald, 2012), we agree with David that our relationship with them are best seen as ambiguous and far from clear cut. The effects of corporatization are experienced differently by individuals positioned across institutions, disciplines and research traditions.. As Davies (2003) cogently argues, resisting new managerial practices is not easy, particularly as they are designed to be seen as 'natural' and 'inevitable'.…”

Section: The Gendered Processes Of Corporatizationsupporting

confidence: 68%

Introducing the physical education and sport pedagogy 2012 scholar lecture

Flintoff¹,

Fitzgerald²

2013

Sport, Education and Society

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Section: The Gendered Processes Of Corporatizationsupporting

confidence: 68%

Introducing the physical education and sport pedagogy 2012 scholar lecture

Flintoff¹,

Fitzgerald²

2013

Sport, Education and Society

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“…Care and presentation of the body is then declared a matter of public, and therefore political, importance. Neoliberalism is a social and political doctrine (Azzarito et al, in press) that governs people to be responsible for their own personal choices for health, education and lifestyle (Macdonald, 2012). It has consequences for the way societies view the maintenance of good health (Macdonald, 2012) in formal and informal pedagogical settings.…”

Section: Bme Groups and (Public) Health Pedagogiesmentioning

confidence: 99%

“…Neoliberalism is a social and political doctrine (Azzarito et al, in press) that governs people to be responsible for their own personal choices for health, education and lifestyle (Macdonald, 2012). It has consequences for the way societies view the maintenance of good health (Macdonald, 2012) in formal and informal pedagogical settings. Nevertheless, personal responsibility assumes that people have the capability and resources to make informed choices about good health (O'Sullivan, 2012).…”

Section: Bme Groups and (Public) Health Pedagogiesmentioning

confidence: 99%

“…Rose (2006( , cited in Macdonald, 2012 explains that, "in neoliberal societies, the maintenance of health and quality of life has become obligatory; negative judgments are directed towards those who refuse to adopt active and healthy behaviours". Furthermore, Macdonald (2012) has concluded, "the pervasiveness of neoliberalism can make the neoliberal approach to health appear somewhat natural and logical and thereby shift critique" (p. 42). In recent work (Dagkas & lisahunter, 2015) argued that such public health discourses create a sense of (false) morality, which also promotes segregation (in that they position specific kinds of bodies as different) and reinforce negative views of "brown" bodies especially as "lazy", "fat" and "unhealthy".…”

Section: Bme Groups and (Public) Health Pedagogiesmentioning

confidence: 99%

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Problematizing Social Justice in Health Pedagogy and Youth Sport: Intersectionality of Race, Ethnicity, and Class

Dagkas

2016

Research Quarterly for Exercise and Sport

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Social justice education recognizes the discrepancies in opportunities, among disadvantaged groups in society. The purpose of the papers in this SpecialIssue for Social Justice is to (a) provide a critical reflection on issues of social justice within health pedagogy and youth sport of Black and Ethnic Minority (BME) young people, (b) provide a framework for the importance of intersectionality research (mainly intersection of social class, race and ethnicity) in youth sport and health pedagogy for social justice and (c) contextualize the complex intersection and interplay of social issues (i.e. race, ethnicity, social classes) and their influence in shaping physical culture amongst young people with BME background. The paper argues that there are several social identities in any given pedagogical terrain and these need to be heard and legitimized to avoid neglect and "othering". This paper suggests that resurgence of interest in theoretical frameworks such as Intersectionality can provide an effective platform to legitimize "non-normative bodies" (diverse bodies) in health pedagogy and Physical Education (PE) and Sport by voicing positionalities on agency and practice.

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“…In today's school climate of accountability, several researchers in Physical Education (PE) pedagogy have contested current health and fitness curricula that aim to manage, control, and normalize young people's bodies (Cliff & Wright, 2010;Evans, Rich, Davies, & Allwood, 2008;Macdonald, 2011). Rather than using schools as a site of transformation around social justice issues, contemporary top-down, health-related research interventions are reclaiming physical education (PE), which has traditionally had a low-status in schools (Ennis, 2006), as a corporate vehicle for simply managing young people's body weight (Azzarito, 2009).…”

mentioning

confidence: 99%

“Stop Photoshopping!”: A Visual Participatory Inquiry Into Students’ Responses to a Body Curriculum

Azzarito¹,

Simon²,

Marttinen³

2016

Journal of Teaching in Physical Education

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In today's school climate of accountability, researchers in Physical Education (PE) pedagogy have contested current fitness curricula that aim to manage, control, and normalize young people's bodies. This participatory visual research incorporated a Body Curriculum into a fitness unit in a secondary school (a) to assist young people critically deal with the media narratives of perfect bodies they consume in their daily lives, and (b) to examine how participants responded to a Body Curriculum. It was found that while participants rejected media fabrications of the "ideal body" and the "unhealthy" ideals they circulate in society, they recognized the difficulty of not being "caught up" in media storytelling. Participants' views of their own bodies, however, were not malleable, but rooted in narrow, fixed heteronormative white ideals of "looking a certain way" to "fit" society norms of physical appearance and attractiveness. The benefits and limitations of implementing a Body Curriculum are recognized.

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Like a Fish in Water: Physical Education Policy and Practice in the Era of Neoliberal Globalization

Cited by 102 publications

References 19 publications

Introducing the physical education and sport pedagogy 2012 scholar lecture

Introducing the physical education and sport pedagogy 2012 scholar lecture

Problematizing Social Justice in Health Pedagogy and Youth Sport: Intersectionality of Race, Ethnicity, and Class

“Stop Photoshopping!”: A Visual Participatory Inquiry Into Students’ Responses to a Body Curriculum

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