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Findings from thematic analysis highlight moral values shaping promotion of eating and exercising, the gendered and sometimes romanticized use of the past, ongoing efforts to contest prevailing health discourses, and the tensions teachers face when thinking about health more complexly.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Practices: How Health Discourse Circulates in Newfoundland  \nElementary Schools  \nLeAnne Petherick  \nUniversity of Manitoba  \nNatalie Beausoleil  \nMemorial University of Newfoundland  \nAbstract  \nEpidemiological data construct the population of Newfoundland and Labrador as being one of the most obese populations in Canada. The concern for child and youth health is particularly pertinent within school culture and places teachers in precarious positions where they are being asked to share in shaping healthy lifestyle messages while also considering their own health practices. Based on interviews with 13 female elementary school teachers, we explore the ways in which dominant health messages are taken up but also challenged by teachers within school culture. A thematic analysis of teachers’ narratives highlights the moral values used in the promotion of eating and exercising in school staff rooms, the gendered and sometimes romanticized view of the past as a method for communicating contemporary health concerns, the struggle to challenge dominant health discourses, and finally, the tensions that arise for people when thinking more complexly  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015)©2015 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nabout health and healthy living. Teachers’ concern for biopedagogical practice demonstrates how they continuously challenge but also participate in the production of the health imperative.  \nKeywords: biopedagogy, healthism, school culture, teachers, eating, exercise  \nRésumé  \nLes données épidémiologiques donne une image de la population de Terre-Neuve et Labrador comme une des plus obèses populations au Canada. La préoccupation pour lasanté des enfants et des jeunes est particulièrement pertinente dans la culture de l’école et positionne les enseignants et enseignantes dans des situations précaires, où ils et elles doivent communiquer les messages de santé et styles de vie tout en considérant leurs propres pratiques de santé. A partir d’entretiens individuels avec 13 enseignantes d’écoles élémentaires nous explorons comment les messages dominants de santé sont appropriés etaussi contestés par les enseignantes dans la culture scolaire. Une analyse thématique des narrations des enseignantes met en relief les valeurs morales utilisées dans la promotion de la nourriture saine et de l’exercice dans les salles d’école réservées aux employés, la visions sexuée et parfois romantique du passé en tant que méthode pour communiquer les préoccupations contemporaires sur la santé, la lutte pour contester les discours dominants de la santé et finalement les tensions qui émergent quand les individus pensent de façon plus complexe à la santé et la vie en santé . Les subjectivités mouvantes des enseignanteset la préoccupation pour la pratique biopédagogique montrent comment elles contestent continuellement, mais aussi participent à la production de l’impératif de la santé .  \nMots-clés : biopédagogie, santisme, culture de l’école, enseignants, alimentation, exercice  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nThe authors wish to warmly thank our study participants, Dr. Cora McCloy, and Megan Morrison for their contribution to the research (data collection, transcription, literature review, and analysis). We also thank the Body Image Network and the Newfoundland and Labrador Department of Education for their invaluable collaboration with the project.  \nThe authors thank the Public Health Agency of Canada for its generous financial support of the research project leading  \nto this article.  \nCanadian Journal of Education / Revue canadienne de l’éducation 38:1 (2015) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nHaving our own time zone, half an hour ahead of everyone else, is more than a pr","cbCaircJIiqYoo62","https://ap.wps.com/l/cbCaircJIiqYoo62","pdf",266865,29,"English","# Abstract\n# Introduction\n## Health discourse and school culture\n## Healthism and individual responsibility","[{\"question\":\"What health issue motivates the study?\",\"answer\":\"Epidemiological data portray Newfoundland and Labrador as having one of the highest obesity rates in Canada, making child and youth health a pressing concern in school settings.\"},{\"question\":\"How does the study investigate teachers’ responses to health messages?\",\"answer\":\"It uses interviews with 13 female elementary school teachers and applies thematic analysis to their narratives about how dominant health messages are adopted and resisted in school culture.\"},{\"question\":\"What key aspects of the teachers’ narratives are highlighted?\",\"answer\":\"The analysis emphasizes moral values linked to promoting eating and exercising, the gendered and sometimes romanticized portrayal of the past, challenges to dominant health discourses, and tensions that emerge when health is considered in more complex ways.\"}]","Female Elementary Teachers’ Biopedagogical Practices - How Health Discourse Circulates in Newfoundland Elementary Schools | PDF",1792081378,73]