Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom

Sobe, Noah W.

doi:10.14393/che-v15n1-2016-6

Cited by 6 publications

(9 citation statements)

References 23 publications

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“…Our study showed that art integration with science built student motivational and creative skills while increasing learning of science information similar to the work of Appel (2006) and Deasy (2002). The hands-on and manipulative nature of the craftwork such as cutting, folding, positioning pieces of paper, spreading glue, drawing, and painting allowed students to practice fine motor skills which maintained attention on the task and the content (Lilliard, 2005;Sobe, 2004).…”

Section: Resultsmentioning

confidence: 99%

“…Repetitive hand motions such as those used in coloring, painting, cutting, and sewing, help to develop attention (Sobe, 2004). Attention serves as a gate for information flow in the brain: selecting salient information and directing cognitive processing of that information (Cohen, Sparling-Cohen, & O'Donnell, 1993).…”

Section: Use Of Manipulatives and Objects For Learningmentioning

confidence: 99%

See 1 more Smart Citation

Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books

Klein¹,

Gray²,

Zhbanova³

et al. 2015

Journal for Learning through the Arts

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Section: Resultsmentioning

confidence: 99%

Section: Use Of Manipulatives and Objects For Learningmentioning

confidence: 99%

Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books

Klein¹,

Gray²,

Zhbanova³

et al. 2015

Journal for Learning through the Arts

View full text Add to dashboard Cite

“…Engaging with visual, moving, and practice-oriented sources has been important in this task, and my analysis of visual and moving images went in two main directions. First, seeing them as sources that gave insights into techniques that order time, attention, and action (Kozlovsky 2010;Piem 200b;Sobe 2004) and, second, seeing the images themselves as inscriptive devices that shape the possibilities for future as well as present conduct (Dussel 2013;Foucault 2000b). The significance of this dual lens in analysing visual sources became apparent in the course of undertaking the study; I have thus offered a preliminary attempt to develop this work, looking to extend it in future research.…”

Section: Methodological Contributionsmentioning

confidence: 99%

“…Within the now flourishing scholarship, there has been little concerted attention to children as historical subjects, and in particular, scant sustained consideration of children as embodied, material subjects of past educational knowledge and practices and spaces. As Noah Sobe (2012) observes in relation to the history of education more broadly, there is a pressing need for more historical studies of educated subjects and shifting regimes of action, attention and affect (see also Sobe 2004).…”

Section: Synthesis and Conclusion: Arguments Tensions And New Direcmentioning

confidence: 99%

“…Teachers and children were drawn together in an affective-epistemological economy that was premised upon new understandings of children as capable learners. In practical ways, through teaching techniques that organised action and attention, children were being called into particular practices of self-formation and conduct (Foucault 2000b2000c, Piem 2005bPopkewitz, et al 2001;Pokewitz 1999b;Sobe 2004).…”

Section: : Penguin and Turtle Campus Crèche 'Empowered To Learn' mentioning

confidence: 99%

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From Developing Child to Competent Learner: A Genealogical Study of the Kindergarten Child and Progressive Reform in Aotearoa New Zealand

Buchanan

2018

Structuring the Thesis

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Historically through to the present day, early childhood education has been the focus of myriad and potent investments; a persistent, if variously inflected, feature is its reforming and progressive impulse. This thesis offers a history of the kindergarten child in Aotearoa New Zealand in which themes of subjectivity, knowledge, temporality, truth, and freedom are central. The history, a form of genealogy (Foucault 1984), examines two moments of significant early education reform in New Zealand. Analysis of these reforms is anchored by, and extends from, the landmark policy statements of Pre-School Education: Report of the Consultative Committee on Pre-School Educational Services (DOE 1947) and Education to be More: Report of the Early Childhood Care and Education Working Group (DOE 1988).Working with diverse historical sourcestextual, visual, socio-spatial, expert, professional, and practice orientedthe thesis develops a historical account of these reforms and their respective elaboration as self-consciously new and leading-edge practices. It explores the kindergarten child as the subject of changing progressive discourses through analysis of epistemological and affective investments and close examination of practices within what I conceptualize as free-play, developmental pedagogies of freedom (late 1940s and 1950s), and sociocultural learning pedagogies of empowerment (late 1990s and 2000s). The identified pedagogies and their respective conditions of reform are situated in juxtaposed rather than linear temporal relations. That is, I conceptualize them as two differently liberating "timespaces" (Baker 2001, 24), each animated by fervently held understandings of the nature of young children, and what their good education should entail. Engaging a nonbinary and practical understanding of processes of subject formation, I understand the pedagogies, spaces, concepts, materials, and practices under examination as technologies of government and subjectivity, and the forms of naturalfree or empoweredconduct that they presumed and promoted are analysed.Motivated by critical genealogical aims, the thesis seeks to unsettle current certainties and commitments to the truth of the child in early education, a subject who is commonly understood and called forth as a competent, social and culturally diverse learner. Overall, the thesis argues that these reforms and their respective pedagogies have a "double gesture" (Popkewitz 2009, 397), entailing a valorization and promotion of particular forms of liberated ii conduct and work-upon the self, whilst simultaneously foreclosing alternative possibilities.Developing a somewhat anti-progressivist account, the history illuminates the surprisingand often neglected in present-day critiqueforms of caring attention towards children as embodied, affective subjects within mid-century developmental pedagogies. It surfaces, too, the often overlooked essentializing effects of discourses of empowerment, diversity, and competence within recently ascendant learning-framed pedagogies.While il...

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Affect, Embodiment and Pedagogic Practice in Early-Twentieth-Century American Progressive Education

Sobe¹

2018

Transformationen Von Schule, Unterricht Und Profession

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Challenging the Gaze: The Subject of Attention and a 1915 Montessori Demonstration Classroom

Cited by 6 publications

References 23 publications

Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books

Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books

From Developing Child to Competent Learner: A Genealogical Study of the Kindergarten Child and Progressive Reform in Aotearoa New Zealand

Affect, Embodiment and Pedagogic Practice in Early-Twentieth-Century American Progressive Education

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