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There has been a recent surge in the popularity of school gardening programmes with different models claiming to address learning outcomes within the curriculum. For example, the 'kitchen garden' concept has had a rapid uptake across many Australian schools, promoted by both government curriculum support documents, and private organisations. Research points to the 'use' of school gardens as an initiative that predominantly draws on discourses of health, wellbeing and sustainability -- sometimes together but also often quite separately. Despite the rapid uptake of gardening initiatives in schools, and the explicit mention of 'gardening' in State based variations of the Australian National Curriculum, we know very little about how school gardens are being conceptualised by Health and Physical Education (HPE) teachers as part of their teaching -- either in primary or secondary contexts. This paper utilises data from a larger study which investigated how 24 generalist primary and secondary specialist HPE teachers talked about 'environmental health' within Health and Physical Education. The purpose of this paper is twofold: first it examines the range of discourses, that is, the different meanings and values, the teachers in the study associated with gardening as a practice expected of environmentally healthy citizens. Second, we draw on material and embodied knowledge to demonstrate how the very diverse ways the teachers talked about gardening, provide 'conditions of possibility' for thinking critically about gardening, and how school gardens might be positioned within the context of HPE.

Despite the importance of interactions with natural environments for personal and social well-being, there is only limited evidence of the relationship between the environment and health as an idea or area of study in school education in Australia. Logically, the place for such a study, at least in Australia, would be within the Health & Physical Education (HPE) key learning area. However, in HPE, alternative ways of considering health beyond the dominant 'healthism' discourses which privilege physical activity, fitness, food and nutrition struggle for any kind of existence. Gruenewald (2004. A Foucauldian analysis of environmental education: Toward the socioecological challenge of the earth charter. "Curriculum Inquiry," 34(1), 71-107) suggests looking to the margins of a field to see what knowledge is silenced or subjugated in order to open up new conditions of possibility. This challenged us to look beyond taken for granted ways of thinking about health to identify other resources, perhaps unrecognised as yet, that teachers might draw on to constitute their knowledge of health. To do this, we look to interview data collected when teachers were asked to talk about their personal experiences of the relationship between the environment and health. The analysis of the interviews demonstrated how the teachers conceptualised the relationship between the environment and health by drawing on embodied experiences and affective encounters with more-than-human nature. By theorising these encounters through a post-human, new-materialist lens, we demonstrate how their corporeal knowledge, developed through embodied experiences, has the potential to assist teachers in formulating less institutionalised health understandings. We argue that these encounters with more-than-human nature can serve as alternatives to those dominant healthism discourses that invoke problematic risk, fear and crisis responses.

Despite the contemporary policy rhetoric of global citizenry and the importance of languages and intercultural capabilities, language learning in Australian schools struggles for recognition and support. The curriculum marginalisation of languages, however, is uneven, affecting some school sectors more than others. In this article, we examine the provision of languages in two government comprehensive high schools, both low socio-economic status, located in urban areas in New South Wales, Australia's largest state. They are termed 'residual' high schools because they cater for the students remaining in the local schools while others attend either private or selective government high schools. We provide a qualitative picture of language provision in these two schools from the perspectives of key stakeholders -- school principals, teachers, students and parents. We also draw on observational data of language classes. The aim is to provide, within a largely social class framework, an understanding of the state of language provision in these schools. We argue that currently students in these schools are experiencing unequal access to the linguistic and cultural capital associated with language learning relative to students in more privileged communities and schools.

There is currently considerable sociological research on women's experiences in sport, the social construction of gender in women's sport and inequalities between women and men. However, research is yet to examine how inequalities and gender construction occur in and through the hierarchies "within" women's sports. Track and Field, with its differentiated events is a sport characterised by hierarchies, with Track events at the top and Field events at the bottom. Inherent in this differential valuing of the events is a hierarchy of bodily expressions of femininity. This article reports on a study which explored how fifteen elite female athletes in Track and Field negotiated the cultural and historical hierarchies between events, how these hierarchies shaped the women's experiences and the ways they embodied gender. The study drew on Bourdieu's notion of the cultural 'field', and his concept of 'symbolic violence' [Bourdieu, P. (1993). "The field of cultural production: Essays on art and literature edited and introduced by Randal Johnson." Cambridge: Polity Press] to explore how the women negotiated the hierarchical structuring between events. Semi-structured interviews were conducted with the athletes across the disciplines of running, jumping and throwing. Results demonstrate how the hierarchies between women's events were structurally maintained through practices such as the privileging of bodies conforming to traditional norms of femininity; and how the women themselves were implicated in maintaining these hierarchies through their language, practices and gendered embodiment. Hierarchies within women's Track and Field are likely to impact aspiring athletes and shape their understandings of themselves as athletes and young women. Making visible such processes presents possibilities for discussions around gender and power in coaching and school contexts.

Much of the literature on social class and language study in schools argues that for middle-class parents and their children, languages are chosen for their capacity to offer forms of distinction that provide an edge in the global labour market. In this paper, we draw on data collected from interviews with parents and children in middle-class schools in Australia to demonstrate how a complex amalgam of elite, cultural identity and/or trade language discourses came into play to explain the choice (or not) to study a language and the choice of specific languages. For many of the parents languages provided a limited form of "civic multiculturalism", as a means of better understanding and respecting the "other". We argue that the value attributed to high status languages via this discourse, means their continued presence in schools hoping to attract middle-class parents, but their relative absence in schools with largely working-class populations, where more "practical" concerns dominate.

Purpose: Health education still tends to be dominated by an approach designed to achieve individual behaviour change through the provision of knowledge to avoid risk. In contrast, a critical inquiry approach educates children and young people to develop their capacity to engage critically with knowledge, through reasoning, problem solving and challenging taken for granted assumptions, including the socially critical approach which investigates the impact of social and economic inequalities on, for example, health status and cultural understandings. The purpose of this paper is to explore the conditions of possibility for a socially critical approach to health education in schools. It examines the ways in which preservice health and physical education (HPE) teachers talked about their experiences of health education during their school-based practicum. Design/methodology/approach: In total, 13 preservice HPE teachers who were about to graduate with a Bachelor of Health and Physical Education from a university in New South Wales, Australia were interviewed for the study. Five group interviews and one individual interview were conducted. The interviews were coded for themes and interpreted drawing on a biopedagogical theoretical framework as a way of understanding the salience of particular forms of knowledge in health education, how these are promoted and with what effects for how living healthily is understood. Findings: The HPETE students talked with some certainty about the purpose of health education as a means to improve the health of young people--a certainty afforded by a medico-scientific view of health imbued with individualised, risk discourses. This purpose was seen as being achieved through using pedagogies, particularly those involving technology, that produced learning activities that were "engaging" and "relevant" for young people. Largely absent from their talk was evidence that they valued or practiced a socially critical approach to health education. Practical implications: This paper has practical implications for designing health education teacher programmes that are responsive to expectations that contemporary school health education curricula employ a critical inquiry approach. Originality/value: This paper addresses an empirical gap in the literature on the conditions of possibility for a socially critical approach to health education. It is proposed that rather than challenging HPE preservice teachers' desires to improve the lives of young people, teacher educators need to work more explicitly within an educative approach that considers social contexts, health inequalities and the limitations of a behaviour change model.

In March 2004, Stephen Ball and others presented a symposium at the conference of the British Educational Research Association (BERA) on the necessity of theory in educational research. Like Ball, I have observed that theory, not just social theory, is a difficult space and one that divides researchers (those comfortable with theory and those less so), within educational research. It is an aspect of educational research training that rarely receives the attention essential for "quality" educational research. In the context of the contemporary research assessment exercises, it is worth reflecting on the relationship between research informed by social theory and expectations of quality and impact. In this paper I revisit the argument made by Ball and others for the necessity of theory, and discuss its role in framing research questions, informing analysis, and promoting reflexivity on the significance and relevance of research. I illustrate this process by discussing the ways theory can assist in the generation of research agendas and questions. I conclude the paper with an example of how a team of educational researchers from Australia, UK and New Zealand have made use of social theory to inform an Australian Research Council (ARC) funded project investigating the recontextualisation of health knowledge in schools. (Contains 1 endnote.)

Objective: Ideas from evolutionary theories are increasingly taken up in health promotion. This article seeks to demonstrate how such a trend has the potential to embed essentialist and limiting stereotypes of women and men in health promotion practice. Design: We draw on material gathered for a larger ethnographic study that examined how discourses of health were re-contextualised in four workplace health promotion interventions in Sweden. Method: This study provided the opportunity to investigate how ideas derived from evolutionary theories produced particular constructs of the healthy employee. A Foucauldian notion of governmentality was used to examine the rationalities, truths and techniques that informed what we have called a "Stone Age" discourse as these contributed to shaping the desires, actions and beliefs of lecturers and participants in the interventions. Results: We focus on one intervention which used the Stone Age discourse as an organising idea to constitute differences in women's and men's health through references to women as gatherers and men as hunters, thereby positioning men as the physical, emotional and mental ideal and women as the problematic and lacking "other". Conclusion: The paper concludes by discussing the implications of such ideas about health and gender for interventions aimed at changing behaviour and lifestyles.

In recent years, interest in the therapeutic potential of yoga for people recovering from trauma has flourished. To date, much of this research on yoga for trauma adopts a quantitative methodology that positions yoga as a medicalised intervention to understand if yoga is 'effective' for trauma recovery for adults. This paper seeks to contribute to an emerging body of qualitative literature by drawing on the voices of eight Iyengar yoga teachers with experience teaching adult students with trauma. It reveals that the teachers do not hold themselves out to be specialists in trauma, nor do they rely on formulistic principles or knowing a person's trauma narrative. Rather, they draw on the pedagogic skills they have developed more generally through their considerable experience of teaching yoga as an embodied practice to tailor their approach for their students. Of central interest is the way the teachers use their own bodies, particularly their sensory perceptions, to 'read' the bodies and emotional capacities of their students within each teaching session. The teachers also reflect on the way they use adjustments as part of their embodied pedagogic skills in nuanced ways that challenge the dominant no-touch discourse on teaching students with trauma. These pedagogic approaches offer important insights for movement teachers more generally, particularly those teaching vulnerable students. [ABSTRACT FROM AUTHOR]

A National Curriculum in Health and Physical Education (HPE) has recently been developed in Australia. This new curriculum reflects, among other educational priorities, both environmental sensitivities and a commitment to the enhancement of young people's health and wellbeing. HPE is one of the key sites in the curriculum where a focused consideration of the relationship between the environment and health is possible. However, to date no research has considered the ways that HPE teachers might recognise and negotiate these spaces. The research described in this paper addresses this gap through an analysis of semi-structured interviews with generalist primary and specialist secondary HPE teachers, drawing on a "narrative ethnography" approach derived from cultural geography. This analysis highlights the consequences of the absence of a knowledge tradition that explicitly links the fields of the environment and health in HPE. Participants who were able to conceptualise environmental health almost exclusively drew on dominant neoliberal and risk discourses. At the same time, teachers' embodied histories and affective encounters with non-human nature helped them to rupture or challenge dominant assumptions about environmental health. We argue that corporeal knowledge developed through embodied experiences has the potential to assist teachers in formulating environmental health in ways that highlight how interactions with the environment might enhance health and wellbeing.

Educators in resettlement countries are grappling with ways to adequately engage and meet the needs of newly arrived refugee students. In this article we argue that to fully meet the needs of refugee students a deeper understanding of their educational experience as "a refugee" prior to resettlement is vital. In particular we foreground the stories of three young former refugees and explore the ways in which they actively constructed new identities in order to access school in their host countries, prior to resettlement. This article discusses how the negative discursive positioning of "the refugee"in the world today has limited the resources and access to education for young refugees. It concludes by arguing that as these students move into education in Australia there is a danger to quickly relabel young former refugees with deficit terms rather than opening up a discourse to include the intricate complexities of each refugee experience.

Recently a proliferation and intensification of school programmes that are directed towards teaching children and young people about food has been witnessed. Whilst there is much to learn about food, anxieties concerning the obesity epidemic have dramatically shaped how schools address the topic. This article draws on governmentality to consider "the conditions of possibility" for teaching about food in contemporary times. In particular the form that knowledge about food takes in the midst of an obesity epidemic, the authorities on which it draws for its legitimacy and the learnings made possible are considered. To do this two Australian studies investigating students' engagement with school-health knowledge are considered. It is suggested that the obesity epidemic has potently shaped the ways schools seek to teach about food and the possibilities for how young people come to understand their own, and others', food choices.

This paper uses transnational postcolonial feminist participatory action research (TPFPAR) to examine two sport for development and peace (SDP) initiatives that focus on Indigenous young women residing in urban areas, one in Vancouver, Canada, and one in Perth, Australia. We examine how SDP programs that target urban Indigenous young women and girls reproduce the hegemony of neoliberalism by deploying biopedagogies of neoliberalism to "teach" Indigenous young women certain education and employment skills that are deemed necessary to participate in competitive capitalism. We found that activities in both programs were designed to equip the Indigenous girls and young women with individual attributes that would enhance their chances of future success in arenas valued by neoliberal capitalism: Eurocentric employment, post-secondary education and healthy active living. These forms of "success" fall within neoliberal logic, where the focus is on the individual being able to provide for oneself. However, the girls and young women we interviewed argued that their participation in the SDP programs would help them change racist and sexist stereotypes about their communities and thereby challenged negative stereotypes. Thus, it is possible that these programs, despite their predominant use of neoliberal logic and biopedagogies, may help to prepare the participants to more successfully negotiate Eurocentric institutions, and through this assist them participants in contributing to social change. Nevertheless, based on our findings, we argue that SDP programs led by Indigenous peoples that are fundamentally shaped by Indigenous voices, epistemologies, concerns and standpoints would provide better opportunities to shake SDP's current biopedagogical foundation. We conclude by suggesting that a more radical approach to SDP, one that fosters Indigenous self-determination and attempts to disrupt dominant relations of power, could have difficulty in attracting the sort of corporate donors who currently play such important roles in the current SDP landscape.

The current discourse in Australian languages education is that if children study languages in the early years, then languages uptake in secondary schools will increase. There has been little coherent data collection and analysis, however, to support or challenge this discourse. This article draws on findings from an ARC Linkage study in NSW involving cross-sectoral languages study data (2007 to 2014), school case studies and teacher surveys to explore links between primary school provision, uptake and continuation to Year 12. The study focused on 348 schools in two demographic areas--inner city Sydney and Wollongong. The three key findings were that uptake in upper secondary school is primarily a factor of scaling for tertiary entry; that socioeconomic status (SES) is a key factor in K-10 languages provision and uptake and that community languages have been marginalised from day schools. The paper argues that language programs and policy need to be based not on common beliefs but on consistent data collection. It also argues that two key issues need to be addressed to reverse the decline in language study: a review of the tertiary scaling of languages and government strategies which work from issues of equity of access for students in lower-SES schools.

The health of children in affluent economies has become closely tied to the ideal of a normative body weight achieved by monitoring and balancing diet and physical activity. As a result, the education of young people on how to avoid becoming fat begins at an early age through the language and practices of families, the messages embedded in children's media, and through formal schooling. In this paper we use the concept of biopedagogies to investigate how discourses that connect food, the body and health come together on Internet websites to instruct children on how they should come to know and act on themselves in order to be(come) healthy bio-citizens.

All over the westernised world, sport has been promoted as a "solution" to many of the social "problems" and challenges that face modern societies. This study draw on Foucault's concept of governmentality to examine the ways in which Swedish Government Official Reports on sport, from 1922 to 1998, define social problems and legitimate governing, and sport as a solution, in the name of benefiting Swedish society. The analysis shows that citizens' "good" and "healthy" behaviour and bodies are in focus of problematisation throughout the studied period. In relation to this, sport is seen as an important tool and solution. Parallel with increased critique of sport in contemporary times, a neo-liberal governmentality is embraced which in turn affect how "problems" and "solutions" are thought of in individualistic and rational ways.

Schools are often the first point of contact for young refugees resettling in Australia and play a significant role in establishing meaningful connections to Australian society and a sense of belonging in Australia (Olliff in "Settling in: How do refugee young people fair within Australia's settlement system?" Centre for Multicultural Youth Issues, Melbourne. http//:www.cmyi.net.au/ResearchandPolicy. Accessed 21 June 2010, 2007; Gifford et al. in: "Good Starts for recently arrived youth with refugee backgrounds: Promoting wellbeing in the first three years of settlement in Melbourne, Australia." Melbourne: La Trobe Refugee Research Centre. http://www.latrobe.edu.au/larrc/documents-larrc/reports/report-good-starts.pdf. Accessed 4 June 2011, 2009; Sidhu and Taylor in: "Educational provision for refugee youth in Australia: Left to chance?" "Journal of Sociology," 43(3), 283-300, 2007). However, too little is known of how refugee youth encounter school in their new country. This article draws upon individual narratives of young former refugee's experiences of high schools. It explores the stories told by the young people of being identified as different and of negotiating ways of belonging in schools both academically and socially. It argues that it is how the school positions the newly arrived refugee students within mainstream school culture that opens up or restricts opportunities for inclusion in all aspects of school (in culture and pedagogy).

Drawing on research conducted in Australian Health' and Physical Education (HPE) and Swedish Physical Education and Health (PEH), this paper demonstrates the analytic possibilities of Foucault's notion of pastoral power to reveal the moral and ethical work conducted by HPE/PEH teachers in producing healthy active citizens. We use the pastoral power analytic to make visible the consequences of caring HPE/PEH teaching practices which appear unassailable as producing a general "good" for all students. In so doing we undertake the challenge posed by Nealon to be attuned to those social practices that appear beyond reproach as "power becomes more effective while offering less obvious potential for resistance". From this Foucauldian perspective we argue that caring HPE/PEH teachers employ a wide range of normalization tools to interpellate young people into a specific model of "normal" healthy living, simultaneously determining those who represent problematic deviations from the norm. We further argue that instead of discarding or ignoring these students, such deviations call upon the HPE/PEH teacher to care more fervently, to employ more intense strategies of individualization such as togetherness, encouragement and familiarity. In conclusion, we highlight the tensions and implications that may result for HPE/PEH teachers and their students.

A critical inquiry approach is one of five key characteristics that have shaped the development of the new Australian Curriculum: Health and Physical Education (AC: HPE). However, what this means is open to interpretation. In the various documents leading to the consultation draft AC: HPE and in this document itself, critical inquiry is used in varying ways with differing intentions. In this paper, we examine the conditions of possibility for particular understandings of critical inquiry in the AC: HPE and the shifts in meaning over time in the AC: HPE documentation that has been publicly available for consultation. We examine the potential for particular versions of critical inquiry to be translated from curriculum documents to classroom teaching through an examination of how critical inquiry has been deployed by HPE preservice teachers in their teaching during their final professional experience.

In this study we interrogate the ways nutrition and health have become increasingly influential to children's everyday life practices and conceptualisations of food. We challenge the orthodoxy of meanings afforded to food that draw a distinct binary between "good"/"bad" or "healthy"/"unhealthy"; ideas widely promulgated in health texts, popular culture and pedagogical practice. Whilst these dominant medico-scientific discourses are pervasive in accounts of food, they are not the only meanings that permeate the popular cultural and pedagogical landscape; for instance, there has been a burgeoning interest in culinary cooking programmes and food sustainability in recent years. In this study, we use Foucault's notion of biopower to trace the various ways food is governed through interventions; pedagogised by popular culture; and, taken up in school policies and practices. We draw on interviews with 32 Year five students from Australian public and private primary schools. Not surprisingly, the analysis demonstrates how students reiterated food as a practice of "temptation" and "risk", similar to nutrition-based knowledge of food circulated in popular culture and health programmes. This suggests that other meanings of food are often socially and pedagogically marginalised. We argue that because of the perceived risk attached to food practices, these young people see food as an object of guilt and a reason for self-surveillance. After discussing the results we consider some of the consequences for young peoples' sense of self and their relationships with food in every day life, particularly in light of the perilous effects of deeming food as "good"/"bad" from such a young age. As a point of departure we explore some of the subjugated knowledges that can be brought to the table of food pedagogies in schools in order to bring about a broader assemblage of food "truths".

In this article, we want to focus on the impact of the new health imperatives on young children attending primary schools because the evidence from both our own and others work suggests that younger and younger children are talking in very negative and disturbing ways about themselves and their bodies. We see this in a context where in the name of getting in early, governments and authorities are targeting primary schools and primary school parents and children for messages about health and weight. Just as "obesity" has become a global concern, we argue that globalisation of risk discourses and the individualisation of risk, the league table on which country is becoming the fattest have impacted on government policies, interventions, schools and children in ways which have much in common. In this article, then we argue first, that there is a problem (it is not one of children becoming fatter, but rather the way in which the ideas associated with the obesity crisis are being taken up by many children), and second, that the ways in which these ideas are taken up are not uniform across or within countries but depend on contexts: national contexts including, but not only, government policies and campaigns; and contexts within countries which vary with the social and cultural demographics of schools, in ways that are similar across countries.

Background: The move for educational reform to improve student outcomes and learning has been the subject of ongoing debate over the last 15 years in Australia and internationally. In Australia, Game Centred Approaches (GCA) such as Game Sense have been positioned by advocates as having the capacity to achieve these characteristics in physical education. However, despite some 15 years of exposure to, and professional development in, GCA in Australia, there has been very little change in teaching practices in games and sports. Purpose: The paper will focus on physical education teacher education (PETE) undergraduates' attitudes to games and sports and analyse key issues related to their understandings relating to the use of a GCA. Participants: The participants were second and third year PETE undergraduates during their practical studies courses in Games and Sports. Data collection: Data was collected from PETE undergraduates over a three-year period. The exchanges used in this paper were from recordings of consultations, interactions in tutorials and in assessment presentations. They were supported by the first author's own observations on students' understandings of the GCA during and following tutorials. Intervention: PETE students were involved in four practical studies courses in games and sports with the first author using a GCA approach. Required readings and journal articles on GCA were used to support course content. Research design: To understand the students' understandings of games and sports using a GCA and the qualitative nature of inquiry, an ethnomethodological approach was used. Data analysis: The analysis of the data based on Lemke's theory of social semiotics was conducted to develop an understanding of what using a GCA meant to the students in action (the events in which the meanings are used) and in context (how the meaning is demonstrated when connected to an event). Findings: The findings of this paper were threefold. Firstly, the influence of traditional approaches to games and sports in the physical education and sporting backgrounds of the PETE students is a very powerful force in determining how games and sports should be taught and understood. Secondly, the students' capacity to productively and consistently use a GCA to create these learning environments is contingent on the depth of their content knowledge and pedagogical knowledge. Thirdly, there is a considerable emotional cost to the students when challenging their embodied investments in a traditional sports model. Conclusion: Understanding and developing sustainability to use a GCA requires more than simply exposing students to the approach. If GCAs are to be used appropriately to enhance the quality of teaching and student learning and create the environments advocates believe are possible, then how we teach PETE students to teach games and sports in our courses must be examined and we must ask ourselves this question in relation to teaching using a GCA: How do we do what we do?

Contemporary notions of childhood overweight and obesity have become increasingly influential in curriculum and pedagogy in school-based Health and Physical Education (HPE). Teachers' delivery of HPE subject matter and related school practices are likely to have a considerable impact on the attitudes and beliefs of the children they teach, particularly in the primary school. It thus becomes important to consider the ways of thinking about and doing health (discourse positions on health) that teachers bring to their teaching of HPE. This paper examines pre-service teachers' positions in relation to the health discourses to better understand what teachers, in this case beginning teachers, bring to their teaching of HPE and interactions with children in primary schools. It draws on a Foucauldian approach to discourse analysis to analyse pre-service teachers' qualitative survey and interview responses to questions about meanings of health. Three key positions emerged, signifying Agreement, Disagreement and Negotiated positions in relation to the dominant discourses of health and the body.

We suggest that recent concerns about young people's excess body weight have generally been treated quite separately to longer standing concerns about young people (particularly, young women) and eating disorders. The few papers that have addressed this connection directly have focused on how practices motivated by the obesity discourse have had damaging consequences for the ways young women have come to understand and act on their bodies. The research described in this paper, however, makes a different point. It demonstrates how one teacher struggles to negotiate the different and often contradictory meanings about the body and young women's health, in a context where explicit teaching about eating disorders and body image is formally endorsed and legislated through the State health and physical education (HPE) syllabus. The interview material and classroom exchanges described in the paper are from a project that examined the implementation of a sociocultural perspective as a curriculum change in HPE. The case presented here took place in a girls' private school, where an accomplished female HPE head teacher developed and taught a unit of work focused on food and nutrition to a class of 15- and 16-year-old female students. Our analysis suggests that, within this particular gendered and classed setting, the teacher understood the students in her class as being at greater risk of developing eating disorders than of becoming obese. However, despite the apparent "risk" presented by eating disorders, the investments both students and the teacher had in their own bodies as the slim ideal, meant that learning and teaching about how to avoid being fat continued to be paramount. We suggest further research is required to understand how teachers negotiate the intersection of obesity and eating disorders in the formal curriculum and across different social and cultural contexts, and to draw on this in advising teachers in relation to future practice.