When we look beyond lesson planning and curricula - those explicit
facets that comprise so much of our discussion about education - we
remember that teaching is an inherently social activity, shaped by
a rich array of implicit habits, comportments, and ways of
communicating. This is as true in the United States as it is in
Japan, where Akiko Hayashi and Joseph Tobin have long studied early
education from a cross-cultural perspective. Taking readers inside
the classrooms of Japanese preschools, Teaching Embodied explores
the everyday, implicit behaviors that form a crucially important -
but grossly understudied-aspect of educational practice. Hayashi
and Tobin embed themselves in the classrooms of three different
teachers at three different schools to examine how teachers act,
think, and talk. Drawing on extended interviews, their own
real-time observations, and hours of video footage, they focus on
how teachers embody their lessons: how they use their hands to
gesture, comfort, or discipline; how they direct their posture,
gaze, or physical location to indicate degrees of attention; and
how they use the tone of their voice to communicate empathy,
frustration, disapproval, or enthusiasm. Comparing teachers across
schools and over time, they offer an illuminating analysis of the
gestures that comprise a total body language, something that, while
hardly ever explicitly discussed, the teachers all share to a
remarkable degree. Showcasing the tremendous importance of - and
dearth of attention to - this body language, they offer a powerful
new inroad into educational study and practice and a deeper
understanding of how teaching actually works, no matter what
culture or country it is being practiced in.
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