Taking the body as a locus for discussion, Rachael S. Burke and
Judith Duncan argue not only that implicit cultural practices shape
most of the interactions taking place in early childhood curricula
and pedagogy but that many of these practices often go unnoticed or
unrecognized as being pedagogy. Current scholars, inspired by
Foucault, acknowledge that the body is socially and culturally
produced and historically situated-it is simultaneously a part of
nature and society as well as a representation of the way that
nature and society can be conceived. Every natural symbol
originating from the body contains and conveys a social meaning,
and every culture selects its own meaning from the myriad of
potential body symbolisms. Bodies as Sites of Cultural Reflection
in Early Childhood Education uses empirical examples from
qualitative fieldwork conducted in New Zealand and Japan to explore
these theories and discuss the ways in which children's bodies
represent a central focus in teachers' pedagogical discussions and
create contexts for the embodiment of children's experiences in the
early years.
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