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Hugging the Teacher: Reading Bodily Practice in an Israeli Kindergarten 6

By: 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Routledge. Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 Deborah Golden 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Hugging -- Israeli Kindergarten -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

Contents:

Action note: In: Teachers and Teaching: Theory and Practice : theory and practice. 10 (4) : August 2004. pp. 395-407 Summary: Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Periodicals Section	Periodicals	LB 2840 T448x (Browse shelf)	Available		PER 895 H

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Previous	LB 2840 T448x Retrieving possibilities: confronting a forgetfulness and deformation of teaching/learning methodology	LB 2840 T448x The personal as pedagogical practice	LB 2840 T448x One‐year teaching internships and the dimensions of beginning teacher development	LB 2840 T448x Hugging the Teacher: Reading Bodily Practice in an Israeli Kindergarten	LB 2840 T448x Ethical bases of moral agency in teaching	LB 2840 T448x Re‐credentialling experiences of immigrant teachers: negotiating institutional structures, professional identities and pedagogy	LB 2840 T448x Becoming a Coach: Reform, Identity, and the Pedagogy of Negation	Next

ABSTRACT : This paper, based on an ethnographic study of an Israeli kindergarten, describes the practice of hugging, by the girls, of the teacher, and the latter's response to the girls' initiative. Based on Bourdieu's concept of habitus and the assumption that embodiment is crucial to social-cultural learning, the paper demonstrates the complex interweaving of social meanings that may be experienced through, and read into, the practice of hugging. By focusing on this single bodily practice, and endeavouring to reveal some of the richness of interpretation that emerges out of such a focus, the paper aims to show how the educational researcher, in setting out an array of possible readings, may provide teachers with innovative ways of seeing the routine practices of classroom life. 56

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