Abstract
This paper explores how we might better engage with pedagogy as a feature of the growing field of Physical Cultural Studies (Andrews, 2006). It is promulgated that pedagogy and physical culture, as disciplines, may benefit from a much stronger dialogical engagement. In progressing these discussions, the paper draws on the case of the current interest in what is putatively described as a childhood obesity epidemic, to illustrate how physical cultural practices relating to “health” produce public pedagogy which speaks to a complex interplay of political, social and technological relationships.
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