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Children's bodies in schools :corporeal performances of social class /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	306.43
書名/作者:	Children's bodies in schools : : corporeal performances of social class // Sue Ellen Henry.
作者:	Henry, Sue Ellen,
面頁冊數:	1 online resource.
標題:	Body language in children.
標題:	Educational sociology.
標題:	Elementary school teaching.
標題:	Social classes.
ISBN:	113744262X
ISBN:	1137442638 (electronic bk.)
ISBN:	1306924707 (MyiLibrary)
ISBN:	9781137442628
ISBN:	9781137442635 (electronic bk.)
ISBN:	9781306924702 (MyiLibrary)
書目註:	Includes bibliographical references (pages 115-127) and index.
內容註:	1. Children's Bodies and Corporeal Expectations of Schooling -- 2. Social Class Inequities and the Body -- 3. Theoretical Frameworks for Understanding Social Class Corporeality -- 4. Corporeal Implications of Contemporary Schooling Practices.
摘要、提要註:	How do teachers "read" children's body language, and what are the consequences of these (mis)interpretations? Using Pierre Bourdieu's work in the construction of social class, together with Annette Lareau's work on how social class influences the child-rearing practices of parents, Henry argues that children raised in working-class homes come to elementary school with different, largely underappreciated, corporeal capacities. The middle-class corporeal practices of elementary school (hands to yourself, raise your hand to speak, stay in straight lines) require working-class children to adopt middle-class corporeal performances in order to demonstrate that they have achieved self-control, a significant mechanism by which some bodies are validated in society and vilified in others. Henry argues that curricula aimed at helping teachers teach poor children predisposes them to see poor children's corporeal performance from deeply classed positions that maintain cycles of social reproduction in schools rather than interrupting them.
電子資源:	http://www.palgraveconnect.com/doifinder/10.1057/9781137442635

Children's bodies in schools :corporeal performances of social class /
Henry, Sue Ellen,

Children's bodies in schools :corporeal performances of social class /Sue Ellen Henry. - 1 online resource. - The cultural and social foundations of education. - Cultural and social foundations of education..

Includes bibliographical references (pages 115-127) and index.

1. Children's Bodies and Corporeal Expectations of Schooling -- 2. Social Class Inequities and the Body -- 3. Theoretical Frameworks for Understanding Social Class Corporeality -- 4. Corporeal Implications of Contemporary Schooling Practices.

How do teachers "read" children's body language, and what are the consequences of these (mis)interpretations? Using Pierre Bourdieu's work in the construction of social class, together with Annette Lareau's work on how social class influences the child-rearing practices of parents, Henry argues that children raised in working-class homes come to elementary school with different, largely underappreciated, corporeal capacities. The middle-class corporeal practices of elementary school (hands to yourself, raise your hand to speak, stay in straight lines) require working-class children to adopt middle-class corporeal performances in order to demonstrate that they have achieved self-control, a significant mechanism by which some bodies are validated in society and vilified in others. Henry argues that curricula aimed at helping teachers teach poor children predisposes them to see poor children's corporeal performance from deeply classed positions that maintain cycles of social reproduction in schools rather than interrupting them.

ISBN: 113744262X

Source: 765795Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

577680
Body language in children.
Index Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: LC191

Dewey Class. No.: 306.43

Children's bodies in schools :corporeal performances of social class /
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020 $a 9781137442635 (electronic bk.)
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245 1 0 $a Children's bodies in schools : $b corporeal performances of social class / $c Sue Ellen Henry.
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490 1 $a The cultural and social foundations of education
504 $a Includes bibliographical references (pages 115-127) and index.
505 0 $a 1. Children's Bodies and Corporeal Expectations of Schooling -- 2. Social Class Inequities and the Body -- 3. Theoretical Frameworks for Understanding Social Class Corporeality -- 4. Corporeal Implications of Contemporary Schooling Practices.
520 $a How do teachers "read" children's body language, and what are the consequences of these (mis)interpretations? Using Pierre Bourdieu's work in the construction of social class, together with Annette Lareau's work on how social class influences the child-rearing practices of parents, Henry argues that children raised in working-class homes come to elementary school with different, largely underappreciated, corporeal capacities. The middle-class corporeal practices of elementary school (hands to yourself, raise your hand to speak, stay in straight lines) require working-class children to adopt middle-class corporeal performances in order to demonstrate that they have achieved self-control, a significant mechanism by which some bodies are validated in society and vilified in others. Henry argues that curricula aimed at helping teachers teach poor children predisposes them to see poor children's corporeal performance from deeply classed positions that maintain cycles of social reproduction in schools rather than interrupting them.
588 $a Description based on publisher supplied information; title not viewed.
650 0 $a Body language in children. $3 577680
650 0 $a Educational sociology. $3 174642
650 0 $a Elementary school teaching. $3 336683
650 0 $a Social classes. $3 432692
655 4 $a Electronic books. $2 local $3 336502
776 0 8 $i Print version: $w (OCoLC)ocn881309461 $z 9781137442628
830 0 $a Cultural and social foundations of education. $3 576865
856 4 0 $3 Palgrave Connect $u http://www.palgraveconnect.com/doifinder/10.1057/9781137442635