Unruly bodies: resistance, (in)action and hysteresis in a public health intervention
Unruly bodies: resistance, (in)action and hysteresis in a public health intervention
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DOI：
10.1057/s41285-020-00143-z
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发表时间：
2020-06-08
影响因子：
1.6
通讯作者：
Green, Judith
中科院分区：
文献类型：
--
作者：
Hanckel, Benjamin;Milton, Sarah;Green, Judith
长期以来，学校一直是对儿童身体进行公共卫生干预的场所。这些干预措施也越来越多地作用于教育工作者的身体。我们的案例研究是一个干预集中在未来的健康儿童的身体（“每日英里”），其中，我们认为，也导致了教育工作者的身体的监督。我们借鉴布迪厄的滞后概念，探讨这些机构如何在实施过程中变得“不守规矩”，在抵制和被定位为不情愿。滞后，一个未充分利用的布迪厄的概念，被证明是有用的探索体现在一个点时，有体质和不断变化的领域的小学教育之间的不匹配。我们展示了一些行为者（如教师）的不参与如何被定位为对健康作为主导价值的更广泛抵制的一部分，而特权较低的社会行为者（如教学助理）的不参与则以不同的方式存在问题。我们认为，关注滞后的时刻，即物质资本不断变化的符号价值变得明确的时刻，不仅可以揭示主导话语（例如健康主义）如何在领域中被复制，而且还可以揭示它们如何变化和被抵制，以及产生了什么样的影响。
Schools have long been sites of public health intervention on the bodies of children. Increasingly, these interventions also act on the bodies of educators. Our case study is an intervention focused on the future health of children's bodies ('The Daily Mile'), which, we argue, also resulted in the surveillance of educators' bodies. We draw on Bourdieu's concept of hysteresis to explore how those bodies can become 'unruly' during implementation, in both resisting and being positioned as reluctant. Hysteresis, an under-utilised Bourdieusian concept, proved useful for exploring embodiment at a point when there were mismatches between habitus and the changing field of primary education. We show how the non-participation of some actors (e.g. teachers) was positioned as part of a broader resistance to health as a dominant value, whereas non-participation of less-privileged social actors (e.g. Teaching Assistants) was problematised in different ways. We argue that attending to moments of hysteresis, in which the changing symbolic values of physical capital become explicit, surfaces not just how dominant discourses (e.g. healthism) become reproduced in fields, but also how they change and are resisted, and with what effects.