SUMMARY AND CRITIQUE

Can Schools Make A Difference?

Can Schools Make A Difference?

Summary of Evans & Davies' ArticleJohn Evans and Brian Davies, in their article titled 'Family, class and embodiment: why school physical education makes so little difference to post-school participation patterns in physical activity” explain how the political economy of embodiment shapes the students' ability to perform well. According to these authors, students are ideally embodied through physical and sporting activities, both within and outside school (Evans 2010, p. 765-784). The authors note that the middle class families have poorer access to the prestigious means of physical education - thereby reducing the pedagogical and equality opportunities within the society.Most working class families are able to invest only in basic and extensive accessible means of physical education, which are abundantly accessed through the primary PE activities within the school. However, only a few parents are able to access private PE opportunities not available through conventional means. In turn, they are able to provide more educative fun for their children, enabling them to have better body and motivation for sports in later life. Although there has been considerable policy support from UK's government, there still exists a wide gap between educational haves and have-nots (Evans 2010, p. 765-784). The state dependent PE students are, therefore, likely to lag behind in sporting activities. The analyses of Evansa & Davies suggest that the pedagogical policies regarding children PE participation are not properly focused. These policies fail to cater the educational and developmental needs of economically disadvantaged people of England.Though the authors laud the investments and efforts of UK Labour Government, they share Ball's (2009) view that pedagogical interventions and policies alone do not serve to eliminate educational and social injustices (Ball 2009, p. 43-96). More work rests with changing the stereotypical representations of individual achievements. There is a dire need of political leadership in transformation of the educational and pedagogical standards.Extensive research and attention is needed in areas of PE, social theory, and cultural politics. Conclusive evidence in these areas can help reduce or eliminate social myths, racism, segregation, and sexism. The removal of these stereotypical representations is the key to removing the taboos regarding what one is able to achieve and what not (Evans 2010, p. 765-784). In summary, political economy of embodiment needs to be studied along the cultural politics. Abilities, according to the authors, are a blend of both biological and cultural characteristics. School teachers play a crucial role in establishing students' cognizance of these abilities. Teachers also sometimes discriminate students with varying levels of these abilities on the basis of their sexist, antagonistic, racist, and elitist ideals.Given these facts, PE could largely shape the cultural and physical capital; counter the sexist, homophobic and social injustices, and increase health and sporting tendencies. Evansa & Davies conclude their research by pointing out needs in the areas of PE. Such research, in views of the authors, would lead to development of effective pedagogical strategies, practices, and policies - helping teachers, students, and families to reap the fruits of physical embodiment (Evans 2010, ...