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Driven by the visible proliferation of marketing scholarship dedicated to the topics of food marketing and consumer well-being, this study aims to examine the prevailing meanings and assumptions around food and health in marketing research.

Following the guiding principles of Foucault’s archaeology of knowledge and the methodological orientation of critical discourse analysis, the authors analyze a systematically produced corpus of 190 academic articles from 56 publication outlets.

The study identifies three discourses of health and food dominant in marketing and consumer research. Each of the three discourses blends the ideology of healthism with market(ing) ideologies and provides a unique perspective on the meanings of health and health risks, the principles of appropriate consumer conduct and the role of marketing in regard to consumer and societal well-being.

The study contributes to research into ideologies in and of marketing by introducing useful concepts that help explain the role of healthism in marketing discourse.

The finding of three dominant discourses could help reduce at least some of the existing complexity in regard to conflicting knowledge existing in the domain of health and food, and thus could inspire a more reflective body of work by researchers, policymakers and marketers towards improved food-related well-being.

This analysis of assumptions and consequences of the meanings mobilized by the dominant marketing discourses contributes to a better understanding of the current state of knowledge about health in the market reality.

Over the last couple of decades, health has become a central part of the subject content in physical education (PE) curricula in many countries. As a result, issues of health have been foregrounded much more clearly in the teaching of PE. The aim of this study was to explore how Swedish PE teachers make sense of health in relation to their teaching practices. This was done through investigating conceptions and theories about health in the teachers' descriptions of their teaching practices.

The data analyzed in this paper were collected through focus group and individual interviews with PE teachers in the grades 7–9 within compulsory schools in Sweden. The data were analyzed using thematic analysis.

Four dominant themes were identified in the data: 1) Health as a healthy attitude, 2) Health as a functional ability, 3) Health as fitness, 4) Health as mental wellbeing. There is a clear impact from healthism and obesity discourses on the teachers' accounts of health, but there is also an impact from holistic views and approaches to health. The authors contend that teachers should be explicit in what they mean by health in relation to what they teach, how they teach and why they teach health in a certain way.

The knowledge produced by this study is crucial since teachers' assumptions regarding health affect the subject content (what), the pedagogies (how), as well as the reasons (why) they teach health and therefore what students learn regarding health.

With multiple theoretical traditions, diverse topical landscape and rapid regulatory advancements galvanising the ongoing discourse, the emergent marketing scholarship on healthy and unhealthy food and beverages (F&B) has become exhaustive, fragmented and almost non-navigable. Accordingly, this study aims to synthesise and trace two decades of research focused on healthy and unhealthy F&B marketing.

This study conducts a bibliometric analysis of papers published between 2000 and 2020. The data was retrieved from Web of Science (WoS) and Scopus, yielding 338 papers for final analysis. Using VOSviewer software and the Biblioshiny package, the authors performed a detailed bibliometric analysis comprising performance analysis and science mapping.

The study delineated the contribution, theoretical and thematic structure of healthy and unhealthy F&B marketing scholarship. The authors also mapped the evolution trajectory of the thematic structure, which helped us contemplate the research gaps.

By delving deeper into the “who”, “where”, “how”, “what” and “when” of healthy and unhealthy F&B marketing, the study enhances the current understandings and future developments for both theorists and practitioners. However, the selection of literature is confined to peer-reviewed papers available in WoS and Scopus.

The findings delineate the existing scholarship which could guide F&B marketers and policymakers towards designing consumer-centric marketing/policy interventions.

To the best of the authors’ knowledge, this study is the first to perform a bibliometric analysis of healthy and unhealthy F&B marketing, likely to provide valuable guidelines for future scholars, policymakers and practitioners.

Equipping pre-service teachers with the skills and knowledge needed to teach health in socially critical ways requires pre-service teachers to examine and critique individualistic understandings of health. The purpose of this paper is to use Bourdieu’s concepts of the bodily hexis (the body as both separate from society (autonomous individuals) and the body as socially mediated (the influence of social forces upon individuals)) and pedagogic work to investigate the challenges of redressing the reproduction of individualistic conceptualizations of health in teacher education.

The paper focusses on an analysis of 31 pre-service teachers’ reflective writing in a foundational health education course, which sought to engage students in thinking about health in socially critical ways. A systematic and procedural form of document analysis was employed to examine and interpret data to investigate the ways in which students were engaging with the socially critical health discourses and course content.

The findings evidence that while students attempted to engage with and demonstrate their knowledge of a socially critical view of health, contradictions, or places where students unknowingly slipped into individualistic ways of thinking appeared frequently across the data. Findings are presented to elucidate challenges facing pre-service teachers in teaching the AC:HPE curriculum.

Findings suggest the need for teacher educators to employ pedagogic practices that can disrupt previous pedagogic work, serving to challenge and interrogate current constructions of health, and delve deeply into critical discourses through interchange and reflection.

This paper extends the current scholarship of Bourdieusian theoretical concepts in relation to critical health discourses and pedagogies.

This chapter provides a historical contextualisation of health tracking and public health communication from the post-World War Two development of the welfare state, through the birth of neoliberalism, until today’s individualising practices of digital health tracking and quantification of bodies. Through an examination of these three phases of public health quantification of bodies, encompassing the socio-economic, cultural and political shifts since 1948, combined with the development and wide adoption of digital health and self-quantifying technologies, this chapter traces the changing landscape and the dramatic implications this has had for shifting who is responsible for maintaining ‘good’ health. This chapter illustrates how neoliberal free market principles have reigned over UK public health discourse for many decades, seeing health as no longer binary to illness, but as a practice of individual self-quantification and self-care. In turn, the chapter explores how the quantification and health tracking of bodies has become a dominant discourse in public health promotion, as well as individual citizenship and patient practices. This discourse still exists pervasively as we move into the digital society of the 2020s, through the Covid-19 pandemic and beyond; with public health strategies internationally promoting the use of digital health tools in our everyday, further positioning citizens as entrepreneurial subjects, adopting extensive technological measures in an attempt to measure and ‘optimise’ health, normalising the everyday quantification of bodies.