Movement belongs to all of us? Thinking interdisciplinarity with early childhood studies and kinesiology

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2022-06-01 DOI:10.2478/jped-2022-0004

Nicole Land

引用次数: 0

Abstract

Abstract This article takes up a question of how early childhood studies and kinesiology might undertake interdisciplinarity together. Working with the provocation of the phrase ‘movement belongs to all of us’, this article probes the character of three particular interdisciplinary alliances between early childhood studies and kinesiology, asking what becomes possible and impossible for interdisciplinary work amid each collision. These intersections include moving with humans and new materialist movements, dancing childhoods and bodily boundaries, and doing collaboratories and social justice. Working closely with each of these intersections, I propose discord, perceptibility, and collectivity as three possible practices toward inventing unfamiliar interdisciplinarity between early childhood studies and kinesiology.

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运动属于我们所有人?幼儿研究与运动机能学的跨学科思考

摘要本文探讨了幼儿研究与运动机能学如何共同进行跨学科研究的问题。在“运动属于我们所有人”这句话的启发下，本文探讨了幼儿研究和运动机能学之间三个特定跨学科联盟的特征，并在每次碰撞中询问跨学科工作的可能和不可能。这些交集包括与人类一起移动和新唯物主义运动，跳舞的童年和身体的界限，做合作和社会正义。与这些交叉点密切合作，我提出了不和谐、感知和集体作为三种可能的实践，以创造幼儿研究和运动机能学之间不熟悉的跨学科。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.