Examines when and why discrimination based on health status - or 'healthism' - should be allowed, and when it should not.

Global Childhoods in International Perspective gathers a wide spectrum of contributors from Europe, the U.S., South Asia, South Africa and Latin America, who, attuned with present dilemmas in the area of childhood studies, discuss some key theoretical and empirical aspects of child scholarship, such as identity, child wellbeing, child mobility and migration, intergenerational relationships and child abuse. Through these expert contributions, the book explores the many ways in which the relationship between universality and particularities of childhood plays an important role in describing global childhoods. The book highlights childhood as a cross-cutting issue in global sociology with chapters on globalization and schooling in Burkina Faso, child abuse and neglect in India, identity and integration among children of African immigrants in France, social class mobility of Filipino migrant children in Italy and France, and an investigation into Kyrgyz childhoods. Ideal reading for researchers, practitioners and students interested in both childhood studies and the other areas including community research, sociology of education, social stratification, and the sociology of migration.

Looks at the cultural meanings of health, exploring it's ideologies, arguing that obtaining health is difficult because of cultural conventions, and offering ways to develop healthier options for one's body.

In What a Body Can Do, Ben Spatz develops, for the first time, a rigorous theory of embodied technique as knowledge. He argues that viewing technique as both training and research has much to offer current debates over the role of practice in the university, including the debates around "practice as research." Drawing on critical perspectives from the sociology of knowledge, phenomenology, dance studies, enactive cognition, and other areas, Spatz argues that technique is a major area of historical and ongoing research in physical culture, performing arts, and everyday life.

This book focuses on the paradoxical effect of social crises on mental health. When crises occur, there's an upsurge of mental suffering due to an intensification of such social insanities as violence, inequality, and insecurity. Paradoxically, there are positive consequences due to acts of kindness, cooperation, and the ability to cope and hope. Two interconnected categories of social crises are covered in the book. These are as follows: contagions (for example, the COVID-19 pandemic, numerous outbreaks of plague and smallpox since medieval times, and the 1918 influenza pandemic); conflicts (including the Russian invasion of Ukraine, and aspects of world war such as the Holocaust, the use of nuclear bombs in the Second World War, and the climate emergency). What is also explored in the book is whether there is an amplification of everyday difficulties whereby having a ‘mental health problem’ has become normalised. The idea of ‘mental-healthism’ is introduced to explain the cultural shift towards this apparent normalisation of ordinary psychological suffering. The book will be of interest to students, practitioners, and researchers from sociology, psychology, nursing, social work, and psychiatry, among others.

The Routledge Handbook of Primary Physical Education goes further than any other book in exploring the specific theoretical and practical components of teaching PE at the primary or elementary school level. As the most comprehensive review of theory, research and practice in primary PE yet published, it represents an essential evidence-based guide for all students, researchers and practitioners working in this area. Written by a team of leading international primary PE specialists from academic and practitioner backgrounds, this handbook examines the three discourses that dominate contemporary PE: health, education and sport. With case studies from twelve countries, including the UK, USA, Canada, Australia, New Zealand, Norway, Spain and South Korea, it provides a truly international perspective on key themes and issues such as: primary PE pedagogy, policy and curriculum development assessment and standards child development diversity and inclusion teacher training and professional development. Offering an unprecedented wealth of material, this handbook is an invaluable reference for any undergraduate or postgraduate degree programme in primary physical education or any primary teacher training course with a physical education element.

From the creator of Your Fat Friend and co-host of the Maintenance Phase podcast, an explosive indictment of the systemic and cultural bias facing plus-size people. Anti-fatness is everywhere. In What We Don’t Talk About When We Talk About Fat, Aubrey Gordon unearths the cultural attitudes and social systems that have led to people being denied basic needs because they are fat and calls for social justice movements to be inclusive of plus-sized people’s experiences. Unlike the recent wave of memoirs and quasi self-help books that encourage readers to love and accept themselves, Gordon pushes the discussion further towards authentic fat activism, which includes ending legal weight discrimination, giving equal access to health care for large people, increased access to public spaces, and ending anti-fat violence. As she argues, “I did not come to body positivity for self-esteem. I came to it for social justice.” By sharing her experiences as well as those of others—from smaller fat to very fat people—she concludes that to be fat in our society is to be seen as an undeniable failure, unlovable, unforgivable, and morally condemnable. Fatness is an open invitation for others to express disgust, fear, and insidious concern. To be fat is to be denied humanity and empathy. Studies show that fat survivors of sexual assault are less likely to be believed and less likely than their thin counterparts to report various crimes; 27% of very fat women and 13% of very fat men attempt suicide; over 50% of doctors describe their fat patients as “awkward, unattractive, ugly and noncompliant”; and in 48 states, it’s legal—even routine—to deny employment because of an applicant’s size. Advancing fat justice and changing prejudicial structures and attitudes will require work from all people. What We Don’t Talk About When We Talk About Fat is a crucial tool to create a tectonic shift in the way we see, talk about, and treat our bodies, fat and thin alike.

Health Education: Critical perspectives provides a socio-cultural and critical approach to health education. The book draws together international experts in the fields of health and education who deconstruct contemporary discourses and practices, and re-imagine a health education that both connects with young people and offers a way forward in addressing issues of health and wellbeing. Chapters within specifically link academic work on neoliberalism, healthism, risk and the body to wider discourses of health and health education. They challenge current practices and call for a re-thinking of current health programs in education settings. A unique feature of this book is the analyses of health education from both political and applied levels across a range of international contexts. The book is divided into three sections: the social and political contexts informing health education how individual health issues (sexuality, alcohol, mental health, the body and obesity, nutrition) articulate in education in complex ways alternative ways to think about health and health education pedagogy. The overall theme of the book offers a perspective that the current approach to health education – promoting a fear of ill health, self-surveillance and individual responsibility – can become a form of health fascism, and we need to be cognisant of this potential and its consequences for young people. The book will be of key interest to academics and researchers exploring the political context of health education.

This book addresses the life quality of the average adult in the world, based on international data weighted according to national population size. It rests on the theoretical framework of analytic-functionalism to explain statics and dynamics in the production of life quality. The statics means the influences of personal and national factors on life quality, whereas the dynamics mean the changes in the influences over time. This approach elucidates life quality at the personal level rather than at the national level, which overlooks what happens to the average person living in the world. The approach involves a broad view of the production of life quality, including experiences, practices, and appraisals of life. This production also involves personal background characteristics and the national indicators of modernization, globalization, and environmental issues. Knowledge about the production is helpful for policymakers, researchers, students, and other people to upgrade life quality. Such knowledge is valuable because it is up-to-date, generalizable, and sensible based on the analytic-functionalist theoretical framework and statistical estimation.

This book presents an interpretation of pharmaceutical, surgical and psychotherapeutic interventions based on a univalent metalanguage: biosemiotics. It proposes that a metalanguage for the physical, mental, social, and cultural aspects of health and medicine could bring all parts and aspects of human life together and thus shape a picture of the human being as a whole, made up from the heterogeneous images of the vast variety of sciences and technologies in medicine discourse. The book adopts a biosemiotics clinical model of thinking because, similar to the ancient principle of alchemy, tam ethice quam physice, everything in this model is physical as much as it is mental. Signs in the forms of vibrations, molecules, cells, words, images, reflections and rites conform cultural, mental, physical, and social phenomena. The book decodes healing, dealing with health, illness and therapy by emphasizing the first-person experience as well as objective events. It allows readers to follow the energy-information flows through and between embodied minds and to see how they form physiological functions such as our emotions and narratives.