By Sue Ellen Henry (auth.)
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Additional info for Children’s Bodies in Schools: Corporeal Performances of Social Class
Her study examines the ways in which young children (four- to five-year-olds) use their bodies to assert various identities, particularly those of gender and age-related importance. Skattebol’s view of children as legitimate agentic forces in the preschool leads her to observe the children’s verbal and nonverbal actions closely, and to see these performances as attempts to influence people and the social setting. One boy who was new to the center in the year of the research offered Skattebol significant insights into the importance of being a boy.
0005 Children’s Bodies in Schools body appearance and psychological factors such as tidiness and determination. These theoretical approaches are also working to reduce the stigmatized cultural meanings associated with particular bodies. For example, in (Dis)ability studies, scholars question the conceptions of “health” as an “unmarked, often-invisible norm against which people with disabilities, the elderly, and other groups are unfavorably compared” (Mason 2013: 694). Education-based research which questions “normal” and “appropriate” body practices including eye contact, smile, body posture, and hand position when holding writing instruments, exists and has been around for some time.
Kyle: I just want Zac. . Susan: Zac, what about you? Zac: I want to play boys. Kyle: I just play with boys. Susan: Pravit? Pravit: I want to play too. Susan: With everyone Pravit? Kyle: You see Zac and I’ve got a game here and we just want to play we don’t want to play with anyone else. Susan: What game is it? Kyle: Oh it’s a magic game and we can’t tell or it’ll invisible and then we can’t find it. 0005 Children’s Bodies in Schools Zac: Yep pop! It’s gone. ] Susan: What about Pravit, Zac, you always used to play with him and now his feelings are hurt.