ABSTRACT
This chapter offers a way of reading and interrogating some of the developments that have occurred in physical education and health curricula (PEH) in recent years, drawing heavily on the theoretical work of Michel Foucault and Basil Bernstein. We suggest that in order to understand the form, content and function of these developments in schools and classrooms, we need set them within the context of a range of global social forces and trends relating to ‘health’ and ‘the body’, at the same time dealing explicitly with issues of pedagogy, power and control (see Chapters 2 and 14).
