Exploring embodied methodologies for transformative practice in early childhood and youth

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2016-06-01 DOI:10.1515/jped-2016-0005

H. Cahill, Julia E. Coffey, Kylie Smith

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引用次数: 6

Abstract

Abstract The development of gendered identities during early childhood and youth occurs in a context of ‘body culture’ and the hyper-visibility of ‘perfect’ bodies, which align with traditional gender ideals. Embodied methods can assist to make complexity more visible, and to allow participants to see fluidity, shifts, and becoming. Whilst there has been significant theoretical development, further methodological innovations are needed to enable children and youth to articulate their perceptions of the way multiple influences shape their relations with their own bodies. Informed by ‘new materialist’ feminist theory this article will examine the work of Australian educators exploring use of creative and embodied drama-based play. The chapter advances methodologies to support pedagogical engagement with young children and youth about gender, identity and social change. The authors explore how embodied creative play can be used across ages to support children and young people to articulate the ways social norms and expectations influence their desires, imaginings, fears and actions and their perceptions of what is possible, desirable or appropriate in relation to performances of gender in their everyday worlds.

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探索幼儿和青少年变革实践的具体方法

性别认同在儿童早期和青少年时期的发展发生在“身体文化”和“完美”身体的高度可见性的背景下，这与传统的性别理想一致。具体化的方法有助于使复杂性更加可见，并允许参与者看到流动性、变化和变化。虽然已经有了重大的理论发展，但还需要进一步的方法创新，使儿童和青年能够清楚地了解多种影响如何影响他们与自己身体的关系。在“新唯物主义”女权主义理论的指导下，本文将研究澳大利亚教育工作者探索创造性和具体化戏剧的工作。本章提出了支持幼儿和青年关于性别、身份和社会变革的教学参与的方法。作者探讨了如何在不同年龄阶段使用具身创造性游戏，以支持儿童和年轻人阐明社会规范和期望如何影响他们的欲望、想象、恐惧和行动，以及他们对日常世界中与性别表现相关的可能、理想或适当的看法。

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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.