Teaching Embodied

图书信息

作者	Hayashi, Akiko
出版社	University of Chicago Press
ISBN	9780226263243
出版时间	2015-07-23
字数	30.8万
分类	University of Chicago Press,进口书,外文原版书,文学,自传,回忆录

读书简介

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.?Akiko Hayashi and Joseph 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, a deeper understanding of how teaching actually works, no matter what culture or country it is being practiced in.?

目录

Cover

Title Page

Copyright Page

Contents

Preface

Introduction

1 Mimamoru (Teaching by Watching and Waiting)

2 The Pedagogy of Feelings

3 The Pedagogy of Peripheral Participation

4 Learning Embodied Culture

5 Expertise

6 Early Childhood Education Policy as Cultural Practice

7 Reassembling the Cultural

Acknowledgments

References

Index