Can performing happy childhood be an occupational skill required of students?

Lanas, Maija

doi:10.1177/0907568218823882

Cited by 9 publications

(6 citation statements)

References 44 publications

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“…As previous research has shown, hugging is often seen as a good and proper thing to do, and educators usually pay positive attention when children are hugging each other (see also Laws and Davis, 2010). It seems that Maria is aware of this and is able to perform in front of the educator a more appropriate kind of touch in terms of what is expected of her in the institutional context and culture of the preschool (Lanas, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…In these routinised acts, educators can assume that children already know what to do and trust them to do what is expected (Williams, 2001). Hence, the educator emphasises here children’s agency, and the touch as a conventional pattern directs children to the categories of good behaviour (Lanas, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…Field, 2014;Paterson, 2007). Moreover, the anthropological research on touch has suggested that the ways in which touch is manifested in society are created in a process, wherein the communal history should be considered; for example, the Finnish touching culture has been F o r P e e r R e v i e w 4 described as evasive or violent as a result of wars, poverty and the country's agrarian history (Kinnunen and Kolehmainen, 2018).…”

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confidence: 99%

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Touch in children’s everyday peer relations in preschools

2020

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The article explores how touch appears in children’s everyday peer relations in preschools. The narrative research material consists of video recordings produced in four Finnish preschools. Touch in children’s relations appeared as an invitation, an attempt to control and a conventional pattern. The findings show that narrative environments of the preschools produce, enable and limit touch in the children’s everyday peer relations. In terms of touch, children follow the practices created by educators and the wider society. However, the children also challenge these practices and the set limits, appearing as active agents in producing embodied acts of touch in preschools.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

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Touch in children’s everyday peer relations in preschools

2020

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“…As with all performatives, the performance of child characters or ‘childhood’ which is essential for the audience’s understanding, invokes dominant discourses around them in order to be read as such (Youdell, 2006: 37). The establishment of an actor as a child character or of a moment as an enactment of the essence of childhood is then a question of ‘taking on the appropriate discursive performatives’ (Lanas, 2019: 252). Therefore the school uniform is suggestive of a child character even when it adorns the person of an older actor.…”

Section: Locating ‘Childhood’ In Tya Productionsmentioning

confidence: 99%

“…In Childhood Studies, the emphasis has been more on performativity than performance to understand how institutional discourses, for example the school-produced discourse about ‘happy childhood’ shape the experiences of children (Lanas, 2019). Though closely related, the performance of childhood is much less explored in Childhood Studies.…”

Section: Introductionmentioning

confidence: 99%

‘Producing’ childhood: The making of childhood and children in theatre

Sen

2020

Childhood

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The performance of child roles and childhood on stage requires specific skills and resources. It also depends upon certain acting strategies and training. This article explores productions for children by theatre companies in India, analysing the meaning of these performance abilities, strategies and their relation to chronological age, experience and actors’ appearances. It shows how the conceptualisation of childhood and its ontological status can benefit from theatre as a locus of inquiry in which only adults can professionally perform childhood.

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A Schooled Life: Dissonant Glimmers for Interruption Amidst the Tightly Constrained Practice of Schooling

Brunker

2024

Living Well in a World Worth Living in for All

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Beyond family, school is the next most dominant system within which children and young people live. It is pertinent then to ask what role school plays in children and young people living well in a life worth living in for all. For schooling to enable all to live well, it must be educational. Contemporary agendas have driven separation of education from schooling. Change is therefore needed in school practice to achieve the double duty required for all to live well in a world worth living in. Absence of redesign neglects the well-established problems in dominant school structures. Self-determination theory demonstrates change as essential for schools to have positive impact on the potential for all to live well. Central to such change must be the voices of children and young people to enable transformation. In this chapter, I share aspects from a small project that sought the perspectives of children and young people on what it is to live well in a world worth living in for all, and the role school does, and could, play in this lifelong endeavour. Most significantly, the perspectives shared draw attention to the space to see past the constraints of normative ways to be a school student.

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Can performing happy childhood be an occupational skill required of students?

Abstract: Lanas (2019) Can performing happy childhood be an occupational skill required of students? 0 Lanas, M. (2019). Can performing happy childhood be an occupational skill required of students?

Cited by 9 publications

References 44 publications

Touch in children’s everyday peer relations in preschools

Touch in children’s everyday peer relations in preschools

‘Producing’ childhood: The making of childhood and children in theatre

A Schooled Life: Dissonant Glimmers for Interruption Amidst the Tightly Constrained Practice of Schooling

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