Bodies as Sites of Cultural Reflection in Early Childhood Education [Paperback]

Taking the body as a locus for discussion, Rachael S. Burke and Judith Duncan argue not only that implicit cultural practices shape most of the interactions taking place in early childhood curricula and pedagogy but that many of these practices often go unnoticed or unrecognized as beingpedagogy. Current scholars, inspired by Foucault, acknowledge that the body is socially and culturally produced and historically situatedit is simultaneously a part of nature and society as well as a representation of the way that nature and society can be conceived. Every natural symbol originating from the body contains and conveys a social meaning, and every culture selects its own meaning from the myriad of potential body symbolisms.

Bodies as Sites of Cultural Reflection in Early Childhood Educationuses empirical examples from qualitative fieldwork conducted in New Zealand and Japan to explore these theories and discuss the ways in which childrens bodies represent a central focus in teachers pedagogical discussions and create contexts for the embodiment of childrens experiences in the early years.

LIST OF FIGURES

FOREWORD

ACKNOWLEDGEMENTS

NOTE ON AUTHORS

GLOSSARY OF KEY TERMS

SERIES EDITOR INTRODUCTION

 

Introduction

Personal Connections

Theoretical Underpinnings

Marcel Mauss and the emergence of the body in anthropological theory.

The work of Mary Douglas.

Michel Foucault and the body.

The three bodies.

Methodology Behind the Scenes

The Field

Field site structure and daily routines.

Fieldwork methods.

The Development of Early Childhood Services in New Zealand and Japan

New Zealandl3Õ