Bodies as Sites of Cultural Reflection in Early Childhood Education

Burke, Rachael; Duncan, Judith

doi:10.4324/9781315758718

Cited by 15 publications

(34 citation statements)

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“…If the physiotherapist views her/his task as simply "treating the child" and forgets to listen within the relationship, the child body is easily objectified, and overlooked as a subject. As several authors have noted, research on early development often ignores the bodies of children (Burke and Duncan, 2015).…”

Section: Recognizing the Other Bodymentioning

confidence: 99%

Being present with the patient—A critical investigation of bodily sensitivity and presence in the field of physiotherapy

Engelsrud

Øien

Nordtug

2018

Physiotherapy Theory and Practice

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This article advocates integrating ideas from phenomenological theory regarding the body with a psychoanalytical theory of language to enrich our understanding of the meaning of bodily presence in the practice of physiotherapy. The authors use this theoretical framework to explore bodily presence as a source for physiotherapists' professional development. They are using research on children as moving and meaning-producing subjects The concept of subject is used in different ways in phenomenology and psychoanalysis, and also in varying ways in each of the two traditions. However, here the concept is used more in line with ordinary language, in the sense that it emphasizes the child's active position in her/his being in the world. to illustrate the relevance of their perspectives. They argue that the perspectives might contribute to a physiotherapeutic practice that incorporates bodily presence in the professional language in addition to specific methods and techniques. Understanding bodily presence involves the physiotherapist recognizing the Other (i.e., the patient/child) in the present moment and trusting her/his own capacity to become aware of her/his own bodily presence. The authors assert that being aware of one's own bodily presence enables therapists to develop an appreciation of their own bodies and the bodies of their patients as they are and move in mutual relation to each other. Applying the article's theoretical framework, the authors consider the body as the starting point for speech, The concept of speech is used in a wide sense, including voice, tone, and rhythm in line with the article's psychoanalytical framework of Kristeva and the late Lacan. Thus, the call for being present for the child (as a patient) in the here and now includes participating in the speech of the child, even though the child does not use words. and suggest that introducing a richer professional language encourages practitioners to become more aware of the dialectic between body and language: how the body is the anchor for speech and how language influences the experience of the body.

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Section: Recognizing the Other Bodymentioning

confidence: 99%

Being present with the patient—A critical investigation of bodily sensitivity and presence in the field of physiotherapy

Engelsrud

Øien

Nordtug

2018

Physiotherapy Theory and Practice

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“…Many critical ECE researchers and theorists suggest that discourses in developmental psychology have created truths that are commonly used by early childhood educators to determine ways to classify, distribute, and regulate children's bodies (Burke & Duncan, 2015;Burman, 2008;Cannella, 1997;MacNaughton, 2005;Varga, 2011). According to MacNaughton's (2005) analysis, developmental regimes use "developmentally appropriate education [as] the mark of a good early childhood educator and developmentally inappropriate education marks out a bad early childhood educator" (p. 33).…”

Section: How Does Regulation Work?mentioning

confidence: 99%

“…Dahlberg and Moss (2005) describe practice based on inscribing a list of rules as a deficit-based approach to regulating bodies through an intention to follow authoritative power techniques. Rule-based discourses such as those in the regulations conjure an embedded assumption that bodies need instruction by others to decide what is best for them (Burke & Duncan, 2015;MacNaughton, Hughes, & Smith, 2007).…”

Section: How Does the Regulation Of Bodies Take Place In The Regulatimentioning

confidence: 99%

“…Furthering discussions that relate to children's bodies in early childhood education (Burke & Duncan, 2015;Millei & Cliff, 2014), this paper challenges normative thinking by reflecting on children's bodies as they are depicted in British Columbia's Child Care Licensing Regulations (BC Laws, 2016), referred to in this article as "the regulations. " Using critical discourse analysis, I point out how techniques of power are embedded in this particular document by deconstructing it through an examination of how it works to regulate, normalize, and discipline children's bodies in early childhood education.…”

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confidence: 99%

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Children’s Bodies in British Columbia’s Child Care Regulations: A Critical Discourse Analysis

Antonsen¹

2019

J Child. Stud.

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This paper contributes to discussions that challenge dominant thinking by deeply reflecting on children’s bodies as they are depicted in British Columbia’s Child Care Licensing Regulations. Using critical discourse analysis, the author highlights how techniques of power are embedded in this particular document by examining how power works to regulate, normalize, and discipline children’s bodies in early childhoodeducation. The paper describes how this government policy works to create and sustain common child care practices by exploring four questions about the organization of the regulations document to open alternative conversations about young bodies in early childhood practices.

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“…We argue that in New Zealand early childhood circles, like other Western contexts, the child’s body has become the focus of civilising routines, which limit physical touch between adults and children, and minimise attention to the body and its products (Burke and Duncan, 2015). The New Zealand early childhood centre has become a site of constant surveillance, turning teachers into ‘disciplinary individuals’ (Foucault, 1995: 227) who are internally controlled by their own behaviour.…”

Section: Introductionmentioning

confidence: 99%

Culturally contested corporeality: Regulation of the body in New Zealand and Japanese early childhood education

Burke

Duncan

2016

Global Studies of Childhood

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Children's bodies occupy a culturally contested space in the early childhood arena. In New Zealand, children's bodies have increasingly become the focus of regulation. The early childhood centre has become a site of constant surveillance, turning teachers into 'disciplinary individuals' who are internally controlled by their own behaviour. This increased regulation mirrors that of other Western contexts. In contrast, Japanese early childhood education still places children's bodies at the centre of preschool life. Shared embodied experiences serve to consolidate certain traits and qualities identified as Japanese and intimate physical contact is valued. This article is based on ethnographic research conducted at an early childhood centre in New Zealand and a kindergarten in Japan. We argue that in New Zealand early childhood circles, the child's body has become the focus of civilising routines which limit physical touch between adults and children, and minimise attention to the body. Asian early childhood education contexts are often depicted as overly controlling. However, we suggest that while Japanese children's bodies may be subject to routine and management, they are viewed through a lens of nostalgia and innocence which allows for greater freedom of the corporeal.

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Bodies as Sites of Cultural Reflection in Early Childhood Education

Cited by 15 publications

References 0 publications

Being present with the patient—A critical investigation of bodily sensitivity and presence in the field of physiotherapy

Being present with the patient—A critical investigation of bodily sensitivity and presence in the field of physiotherapy

Children’s Bodies in British Columbia’s Child Care Regulations: A Critical Discourse Analysis

Culturally contested corporeality: Regulation of the body in New Zealand and Japanese early childhood education

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