The governmentality of childhood obesity: Coca-Cola,public health and primary schools     

Darren Powell  Michael Gard 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):854-867

In this paper, we examine the emergence of what might seem an unexpected policy outcome – a large multinational corporation, frequently blamed for exacerbating childhood obesity, operating as an officially sanctioned driver of anti-obesity initiatives in primary schools across the globe. We draw on Foucault's notion of governmentality to examine the pedagogical work of two international programmes devised and funded by Coca-Cola. We demonstrate how these programmes work simultaneously as marketing campaigns and as governmental strategies to position children as responsible for their own health, conflate (ill)health with body weight and strategically employ the concept of energy balance. We argue that these programmes not only act to unite the interests of corporations, governments and schools, but also seek to use schools to reshape the very ideas of health and a ‘healthy life’. We conclude by considering two sets of ethical and political issues that come sharply as corporations like Coca-Cola continue to exploit the policy space created by the ‘obesity epidemic’.  相似文献   

The effect of playing formation on high-intensity running and technical profiles in English FA Premier League soccer matches     

Bradley PS  Carling C  Archer D  Roberts J  Dodds A  Di Mascio M  Paul D  Diaz AG  Peart D  Krustrup P 《Journal of sports sciences》2011,29(8):821-830

The aim of this study was to examine the effect of playing formation on high-intensity running and technical performance during elite soccer matches. Twenty English FA Premier League games were analysed using a multiple-camera computerized tracking system (n = 153 players). Overall ball possession did not differ (P < 0.05) between 4-4-2, 4-3-3 and 4-5-1 formations (50%, s = 7 vs. 49%, s = 8 vs. 44%, s = 6). No differences were observed in high-intensity running between 4-4-2, 4-3-3 and 4-5-1 formations. Compared with 4-4-2 and 4-3-3 formations, players in a 4-5-1 formation performed less very high-intensity running when their team was in possession (312 m, s = 196 vs. 433 m, s = 261 vs. 410 m, s = 270; P 5 0.05) but more when their team was not in possession (547 m, s = 217 vs. 461 m, s = 156 vs. 459 m, s = 169; P < 0.05). Attackers in a 4-3-3 performed ~30% more (P < 0.05) high-intensity running than attackers in 4-4-2 and 4-5-1 formations. However, the fraction of successful passes was highest in a 4-4-2 (P < 0.05) compared with 4-3-3 and 4-5-1 formations. The results suggest that playing formation does not influence the overall activity profiles of players, except for attackers, but impacts on very high-intensity running activity with and without ball possession and some technical elements of performance.  相似文献   

A young child's response to death     

Sheri Katz  Virginia Flynn 《Early Childhood Education Journal》1982,10(1):22-25

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A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder     

Ruth Gwernan-Jones  Darren A. Moore  Paul Cooper  Abigail Emma Russell  Michelle Richardson  Morwenna Rogers 《Emotional and Behavioural Difficulties》2016,21(1):83-100

This systematic review and synthesis of qualitative research explored contextual factors relevant to non-pharmacological interventions for attention deficit hyperactivity disorder (ADHD) in schools. We conducted meta-ethnography to synthesise 34 studies, using theories of stigma to further develop the synthesis. Studies suggested that the classroom context requiring pupils to sit still, be quiet and concentrate could trigger symptoms of ADHD, and that symptoms could then be exacerbated through informal/formal labelling and stigma, damaged self-perceptions and resulting poor relationships with staff and pupils. Influences of the school context on symptoms of ADHD were often invisible to teachers and pupils, with most attributions made to the individual pupil and/or the pupil’s family. We theorise that this ‘invisibility’ is at least partly an artefact of stigma, and that the potential for stigma for ADHD to seem ‘natural and right’ in the context of schools needs to be taken into account when planning any intervention.  相似文献   

Randall Jarrell's mermaid:The Animal Family and “semifeminine” poetics     

Richard Flynn 《Children‘s Literature in Education》1992,23(3):167-173

Richard Flynn is the author ofRandall Jarrell and the Lost World of Childhood (Georgia, 1990) which was recently named a 1992 Outstanding Academic Book byChoice magazine. He teaches contemporary poetry and children's literature at Georgia Southern University, and serves on the executive board of MLA's Division on Children's Literature.  相似文献   

Understanding teacher entrepreneurial behavior in schools: Conceptualization and empirical investigation     

Ho  Chun Sing Maxwell  Lu  Jiafang  Bryant  Darren Anthony 《Journal of Educational Change》2021,22(4):535-564

Journal of Educational Change - The quasi-market condition of education intensified the need to seek ongoing school improvements, manage uncertainty, and innovate school-wide pedagogy and...  相似文献   

Teachers and Polish children: capturing changes in the linguistic field     

Naomi Flynn 《British Journal of Sociology of Education》2019,40(1):65-82

This article presents original insights into the English learning experiences of Polish children and contributes a longitudinal perspective on teachers’ relationships with them. Data from interviews conducted in 2016 with primary school teachers, Polish children and their parents are compared with outcomes from an earlier study ending in 2009, in order to examine whether teachers’ practice for their Polish children has persisted or changed. Previously, findings suggested that teachers in England are constrained by a monolingually-oriented curriculum and that they identify Polish children as a ‘model minority’. In the current study, interviews with teachers, parents and children were used to develop and question these findings. Using Bourdieuian notions of linguistic field, habitus and capital, data analysis illuminates: the changing responses of teachers to migration; the ways in which teachers’ pedagogy has adapted for children who have English as an additional language; and the fluid nature of children’s linguistic identities.  相似文献   

Industry–school partnerships: boundary crossing to enable school to work transitions     

Matthew C. Flynn  Hitendra Pillay  Jim Watters 《Journal of Education & Work》2016,29(3):309-331

Industry–school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities particularly in industries where there are skills shortages. However, there is limited research investigating their impact on school to work transitions. This paper reports on a government-led ISP, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Resources Academy, a lead organisation for 28 schools and 17 multinational sponsor companies. This research adopted a qualitative case study methodology and draws upon boundary crossing theory as means to understand a Minerals and Energy ISP. We distinguish four types of boundary crossing mechanisms, which partners navigate in ISPs. The main findings were that boundary crossing mechanisms assist ISPs to develop industry-based contextualised curriculum and to prepare school students for employment.  相似文献   

Toward a Humanized Science of the Mind     

Adam Scarfe  Mark Flynn  Robert Regnier  Ed Thompson  Howard Woodhouse 《Interchange》2007,38(2):175-194

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Validating the Recognizing Excellence in Learning and Teaching (RELATE) Tool for Special Education Classrooms     

Tia Navelene Barnes  Christina Cipriano  Lisa Flynn  Susan E. Rivers  Wei Xu 《Journal of Experimental Education》2019,87(3):415-429

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