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This edited collection explores the roles of material culture in
socializing young people through their play. Authors explore
notions of play from diverse cultural viewpoints, as well as the
impact of technology on play, and the kinds of resistant and
liberatory play children might partake in. Informed by the field of
performance studies, the book considers play as performance, asking
questions about embodiment at physical, relational, and ideological
levels, and considering "performance" to be part of identity
construction, as well as a component of enculturation into various
societies. Of interest are the ways in which children try on
various identities through their play, and how these identities may
(re)define their attitudes, values, and beliefs. As curriculum and
instruction have become open to the use of games - and children's
material culture more generally - as a forum for learning,
intersections have emerged between schooling and culture at large.
This book broadens the scope of "learning" to investigate how these
cultural artifacts are open or closed to multiple perspectives and
narratives, as well as how their use is constituted both in and out
of the classroom.
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