What we Talk and Don’t Talk About when we Talk About Socialism

Goodheart, Eugene

doi:10.1007/s12115-019-00400-6

Cited by 7 publications

(10 citation statements)

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“…Despite professional and scholarly criticisms that body weight is a poor indicator of health (Fletcher, 2014;Gordon, 2020;Stoll, 2019), medical professionals, researchers, and public health officials use the body mass index (BMI) as a measure of health. However, BMI does not account for muscle mass (Mahadevan & Ali, 2016) nor body changes like increased body fat, decreased muscle mass, and decreased bone density that occur naturally due to aging (Rothman, 2008).…”

Section: Shifting Cultural Understandings Of Fatnessmentioning

confidence: 99%

“…By assessing, diagnosing, and treating fat individuals as at risk, they can contribute to a diet culture that leads individuals to believe that weight gain is a personal failing caused by a lack of willpower rather than a complex set of biological, physiological, psychological, and social determinants. Because bodies cannot tell the difference between a diet and starvation, weight gain can be a protective biological response, and 95 percent of individuals who diet will regain lost weight and more despite maintaining their diet and exercise program (Gordon, 2020;Mann et al, 2007;Miller, 1999). Studies of fat adolescents and adults find that concerns about weight and experiences of weight discrimination are associated with developing eating disorders and bulimic behaviors (Field et al, 1999).…”

Section: Social Work and The Danger Of Anti-fat Biasmentioning

confidence: 99%

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Fat Liberation: How Social Workers Can Incorporate Fat Activism to Promote Care and Justice

Sorensen

Krings

2023

Affilia

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Despite serious health and mental health problems associated with weight stigma and dieting, many health providers consider intentional weight loss to be a positive pro-health intervention. Alternatively, the fat activist movement challenges weight prejudice and advocates for the equitable treatment of individuals with diverse body types. Inspired by the work of fat activists, this article encourages social work educators and practitioners to critically deconstruct anti-fat social norms and to integrate body-positive interventions within micro, mezzo, and macro practice. Fat activism complements critical feminist, queer, and disability justice frameworks that are relevant to this special issue on critical feminist inquiry.

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Section: Shifting Cultural Understandings Of Fatnessmentioning

confidence: 99%

Section: Social Work and The Danger Of Anti-fat Biasmentioning

confidence: 99%

Fat Liberation: How Social Workers Can Incorporate Fat Activism to Promote Care and Justice

Sorensen

Krings

2023

Affilia

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“…While Strange and Banning's (2015) work seems to center inclusion for all, very little research includes fat-bodied students at the center of the campus ecology conversation, thus we included the fat studies framework as a helpful and necessary guide. As a reminder, we position fatphobia, sizeism, antifat bias, and fat hate as historical and contemporary phenomena that manifest as individual attitudes, beliefs, and actions, as well as systemic and structural exclusion, violence, and harm (H. Brown, 2016;Cooper, 2010;Gordon, 2020;Stevens, 2018;T. J. Stewart, 2018).…”

Section: Fat Studies Frameworkmentioning

confidence: 99%

“…For many, the concept of fatphobia, sizeism, antifat bias, and fat hate may seem like an odd focus in educational research. Yet despite sentiment to the contrary, issues of equity and justice for fat people in the world broadly, and education specifically, have yet to be realized (Crepezzi, 2007;Gordon, 2020;T. J. Stewart, 2018).…”

mentioning

confidence: 99%

Too fat to learn: Sizeism as a barrier to college student learning.

Stewart,

Scanlon,

Evans

et al. 2023

Journal of Diversity in Higher Education

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“…Can you love us enough to experience discomfort (Gordon, 2020)? Listen to our stories, don't just hear them, imbibe them so deeply that they become a part of you, too.…”

Section: Tommentioning

confidence: 99%

Stories All Over the School: Primary Schools, Pākehā Teachers, and the Construction of ‘Culture’

Smith¹

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In recent years there has been a push in New Zealand education for the ‘inclusion’ of Māori (the Indigenous people of New Zealand) culture into the national curriculum in service of improving the educational outcomes of Māori learners. What remains underexplored is the present culture within schools in which Māori culture is to be ‘included’. This study looks at the construction of culture in two mainstream Primary Schools. This ethnographic study was conducted over the course of a school term in two-year 5/6 classes, one in a majority Pākehā school and the other in a majority Māori and Pacific school. I explored the institutional and interpersonal mechanisms that ideas about culture were produced and reproduced through in everyday activities. Settler Colonial Studies, Critical Race Theory, and Critical Whiteness Studies for the theoretical basis for this research. Additionally, I developed a distinctive framework for understanding the findings called the Black and Indigenous Perspectives on Whiteness (BIPOW). Storytelling is a central feature of this thesis. I explore how the stories we tell are powerful transmitters of the understandings we carry about ourselves, each other, institutions, and the nation. I follow in the tradition of Critical Race theorists who use storytelling, narrative and counternarrative, and allegory as a means to decentre Whiteness. I leverage storytelling to illustrate the ways schools and classrooms disseminate ideas about culture and race. I conclude that schools pass on ideas about culture through educational policy, practices, and the hidden curriculum. Whiteness is often tacitly transmitted within schools and classrooms, even in cases where the expressed intention is to be welcoming of and inclusive of diversity. The Pākehā teachers who took part in this research had a limited understanding of culture when it came to themselves but were able to identify aspects of culture in Māori and Pacific ‘Others.’I suggest that if schools in New Zealand want to improve the quality of education for Māori and Pacific students, and indeed all students, they must unsettle taken-for-granted notions of cultural dominance rooted in White supremacy. Inclusion of other worldviews into an existing system is not enough, the perspectives of Indigenous, Black and other racialised groups must be centred if we are to dismantle the edifice of White colonial education.

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What we Talk and Don’t Talk About when we Talk About Socialism

Cited by 7 publications

References 0 publications

Fat Liberation: How Social Workers Can Incorporate Fat Activism to Promote Care and Justice

Fat Liberation: How Social Workers Can Incorporate Fat Activism to Promote Care and Justice

Too fat to learn: Sizeism as a barrier to college student learning.

Stories All Over the School: Primary Schools, Pākehā Teachers, and the Construction of ‘Culture’

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