Play,<i>Bildung</i>and democracy: aesthetic matters in education

Hansen, Dion Rüsselbæk; Toft, Herdis

doi:10.1080/21594937.2020.1778273

Cited by 4 publications

(4 citation statements)

References 21 publications

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“…The present study fuses play and peer culture as interwoven cultural, social, and aesthetic practices. To approach children's play and peer culture in an air of aesthetics is fruitful because play, above all, is culture (Huizinga, 1950(Huizinga, /2014Sutton-Smith, 1997) and aesthetic (Blomgren, 2021;Mouritsen, 2002;Rüsselbaek Hansen & Toft, 2020;Toft, 2018Toft, , 2019. My position, though, views play as of intrinsic value and not merely a tool for learning.…”

Section: Play and Peer Culture As Cultural And Social Practices And A...mentioning

confidence: 99%

“…Their imagination drives the play forward into new constructions and dialogues as a creative interplay with the bricks and each other. The play is carried hither and thither and is unpredictable and uncontrollable (Rüsselbaek Hansen & Toft, 2020). However, it is significant to the players to uphold the play contract about creating objects that can turn into something new, and it requires their aesthetic agency -a sensitive awareness of the things and ideas suggested by the others -and an attentiveness towards when and what to suggest to drive the play forward.…”

Section: Felix: Nicklas I Am Going To Visit You Now [He Moves His Bod...mentioning

confidence: 99%

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Let’s hide it! – Unfolding Play and Peer Culture in a Danish Prep Class

Blomgren

2022

BUKS

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This article focuses attention on how children in a Danish prep class do, unfold, and expand play and peer culture as an aesthetic practice. Play is always framed, and play in school settings attaches to the school’s structure and schedule and to rules made by adults. The present study focuses on play scenes taking place outside and inside between 8:00 am and noon. The article analyses and exposes the intentions from the children’s perspectives and the different strategies and intentions behind doing and protecting play. The study draws on notions of play from cultural and aesthetic perspectives and how children do culture aesthetically through play. The study is part of a larger collaborative work undertaken in one school and involving three researchers. As a result of Covid-19 restrictions, the research design implies focused ethnography with short, intensified fieldwork and creating fieldnotes, video recordings, photos, drawings, and interviews. In addition, reflective workshops with the teachers involved were developed.

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Section: Play and Peer Culture As Cultural And Social Practices And A...mentioning

confidence: 99%

Section: Felix: Nicklas I Am Going To Visit You Now [He Moves His Bod...mentioning

confidence: 99%

Let’s hide it! – Unfolding Play and Peer Culture in a Danish Prep Class

Blomgren

2022

BUKS

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“…Nature is also, in many ways, genderless, and children's ways of playing in nature are strongly similar around the world [54,55]. Play is important for children's formation [56]. Through play, children create new experiences, express themselves, and interact with each other.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Social Sustainable Education in a Refugee Camp

et al. 2021

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The main objective of this article is to discuss how an Early Childhood Education and Care (ECEC) institution in a refugee camp can promote social sustainable education. By giving empirical examples of innovative pedagogical ideas and practices inside a Greek ECEC institution, this article argues that concepts of formation are ways to promote social sustainable education. The article draws on data from an ECEC institution in which both the children living in a refugee camp and Greek children are located together. With nature as a neutral cultural mediator, serving as a pedagogical framework, children can make new experiences based on participation, equality and mutual respect. Data were produced through field observations, semi-structured interviews and one group interview from March 2019 until September 2019. The empirical data reveal three dimensions that we suggest work as markers for social sustainable pedagogical practice: the importance of nature and play as a facilitator for children’s activities; the importance of participation and equality; and the importance of commitment to the community. The findings are discussed in relation with theoretical concepts of formation, with a particular focus on children as active agents and the value of experiences, and the importance of highly qualified educators.

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“…Play is understood as preverbal meaning-making (Jørgensen, 2019), and as a way children express themselves and construct cultural understanding (Mouritsen, 1998), participate in everyday life (Skovbjerg, 2010), participate democratically (Hansen & Toft, 2020), engage in cultures of movement and sport (Lund, 2017), and construct opportunities for action through playful communication (Bae, 2012, p. 38). Therefore, several studies emphasise that children's participation in play is valuable to them, but also to adults seeking to understand and support how children's participation can have different forms, expressions, and social organisations.…”

Section: Introductionmentioning

confidence: 99%

Can I Join in? Understanding Children’s Participation in Play

Sand,

Jensen,

Skovbjerg

et al. 2023

nse

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Based on a design-based research project and ethnographic observations of children’s play in school and after-school activities, the paper analyses how children participate in play. Using participatory sense-making (De Jaegher & Di Paolo, 2007) the main contribution of this paper is to show diversity in sensory, playful participation in children’s play, and emphasise the importance of paying attention to the not spoken, sensory, embodied movements that children share when playing. The analysis illustrates that children participate in play through a sensory engagement, which is short, intense and not spoken, and by taking part in other children’s and adults’ participatory approaches.

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Play,Bildungand democracy: aesthetic matters in education

Cited by 4 publications

References 21 publications

Let’s hide it! – Unfolding Play and Peer Culture in a Danish Prep Class

Let’s hide it! – Unfolding Play and Peer Culture in a Danish Prep Class

Social Sustainable Education in a Refugee Camp

Can I Join in? Understanding Children’s Participation in Play

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