Bodies in the early childhood education classroom: a Bourdieusian analysis of curricular materials
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Bodies in the early childhood education classroom: a Bourdieusian analysis of curricular materials

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Bodies in the early childhood education classroom: a Bourdieusian analysis of curricular materials

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dc.contributor.author Martinez Bello, Vladimir Essau
dc.contributor.author Cabrera García-Ochoa, Yolanda
dc.contributor.author Díaz Barahona, José
dc.contributor.author Bernabé Villodre, María del Mar
dc.date.accessioned 2020-05-22T10:54:44Z
dc.date.available 2020-05-22T10:54:44Z
dc.date.issued 2020
dc.identifier.uri https://hdl.handle.net/10550/74688
dc.description.abstract To our knowledge, no studies have used Bourdieu's theoretical contributions to frame investigations on how early childhood education (ECE) teaching materials construct body differences in a way that justifies gender inequality. For Bourdieu, the power to classify and grant properties and signs to subjects, does not reside only in the power to impose, but also in the degree to which the vision is anchored within reality. Therefore, the aims of this study is to assess the representation of the body in the curricular materials of ECE classrooms in 10 public centers, by means of quantitative content analysis and to provide, using Pierre Bourdieu's theoretical framework on the construction of the body, a qualitative critical analysis of the gendered discourses on the construction of the body that the visual depictions of the bodies transmit in ECE classrooms based on the perceptions of a group of ECE educators and students. Our results show that these images do not represent children as individuals, but rather as subjects with socially constructed labels that favor stereotypical roles. Both teachers and students relate their own training with the curricular practices they perform in their classrooms suggesting that visual representations are both abstractly embedded into institutional practices as well as practically integrated into educational work through curricular materials. In conclusion, they recognize that the fight against taxonomies and labels with which the body is constructed is a process linked to the identity and autonomy of the agents who are participating in education.
dc.language.iso eng
dc.relation.ispartof Sport Education and Society, 2020, p. 1-16
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Martinez Bello, Vladimir Essau Cabrera García-Ochoa, Yolanda Díaz Barahona, José Bernabé Villodre, María del Mar 2020 Bodies in the early childhood education classroom: a Bourdieusian analysis of curricular materials Sport Education and Society 1 16
dc.subject Educació
dc.title Bodies in the early childhood education classroom: a Bourdieusian analysis of curricular materials
dc.type info:eu-repo/semantics/article
dc.date.updated 2020-05-22T10:54:44Z
dc.identifier.doi https://doi.org/10.1080/13573322.2019.1690442
dc.identifier.idgrec 135789

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