Bodies at Home and at School: Toward a Theory of Embodied Social Class Status

Educational Theory

Volumn 63, Issue 1, 2013, Pages 1-16

  Henry, Sue Ellen ^a  

^a BUCKNELL UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84875852166     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/edth.12006     Document Type: Article

References (51)

1. Chris Shilling, The Body and Social Theory, 2nd ed. (London: Sage, 2003), 17.
2. Valerie E. Lee and David T. Burkham, Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School (Washington, DC: Economic Policy Institute, 2002)
3. Deborah J. Stipek and Rosaleen H. Ryan, "Economically Disadvantaged Preschoolers: Ready to Learn but Further to Go," Developmental Psychology 33, no. 4 (1997): 711-723
4. Basil B. Bernstein, Class, Codes, and Control, 4 vols. (London: Routledge, 2003)
5. Shirley Brice Heath, Ways with Words: Language, Life, and Work in Communities and Classrooms (Cambridge: Cambridge University Press, 1983).
6. Michael Zweig, The Working Class Majority: America's Best Kept Secret (Ithaca, New York: Cornell University Press, 2000).
7. Jean Anyon, "Social Class and School Knowledge," Curriculum Inquiry 11, no. 1 (1981): 3-42.
8. Shilling, The Body and Social Theory.
9. Chris Shilling, The Body in Culture, Technology, and Society (London: Sage Publications, 2005), 10-11.
10. Pierre Bourdieu, The Logic of Practice (Stanford, California: Stanford University Press, 1992)
11. Pierre Bourdieu, Outline of a Theory of Practice (Cambridge: Cambridge University Press, 1977).
12. Rogers Brubaker, "Social Theory as Habitus," in Bourdieu: Critical Perspectives, ed. (Chicago: University of Chicago Press, 1993), 212-234 Craig Calhoun, Edward LiPuma, and Moishe Postone
13. Shilling, The Body and Social Theory, 112.
14. Jay MacLeod, Ain't No Makin' It: Aspirations and Attainment in a Low-Income Neighborhood (Boulder, Colorado: Westview Press, 2009).
15. Pierre Bourdieu, Distinction: A Social Critique of the Judgment of Taste (London: Routledge and Kegan Paul, 1984), 190
16. Shilling, The Body and Social Theory, 249.
17. It is critical that readers not overinterpret these theoretical suggestions; Shilling's desire here is to typify trends, not essentialize working-class or middle-class people in narrow, rigid ways.
18. Shilling, The Body and Social Theory, 114.
19. Richard Harker, Cheleen Mahar, and Chris Wilkes, eds., An Introduction to the Work of Pierre Bourdieu: The Practice of Theory (New York: Palgrave Macmillan, 1990), 118.
20. Shilling, The Body and Social Theory, 115.
21. Erin McNamara Horvat and Anthony Lising Antonio, "'Hey, Those Shoes Are Out of Uniform': African American Girls in an Elite High School and the Importance of Habitus," Anthropology and Education Quarterly 30, no. 3 (1999): 317-342
22. Erin McNamara Horvat and James Earl Davis, "Schools as Sites of Transformation: Exploring the Contribution of Habitus," Youth and Society 20, no. 10 (2010): 1-29
23. John B. Diamond, Antonia Randolph, and James P. Spillane, "Teachers' Expectations and Sense of Responsibility for Student Learning: The Importance of Race, Class, and Organizational Habitus," Anthropology and Education Quarterly 35, no. 1 (2004): 75-98.
24. Brian M. McCadden "Let's Get Our Houses in Order: The Role of Transitional Rituals in ConstructingMoral Kindergartners," Urban Review 29, no. 4 (1997): 239-252
25. While McCadden's focus is not on body pedagogics specifically, he begins this essay with a powerful vignette of the embodied transition rituals of a typical kindergarten classroom: the song with physical movements, meant as a classroom management strategy: "At the end of a song (during which we are all dancing around the meeting space), we sit down.Mrs. Hooper holds her arms up and calls out to the class, 'Open, shut them; open, shut them; give your hands a clap. Open, shut them; open, shut them; put them in your lap.' Her hands, as well as the hands of the students, mimic the words of the transitional mantra" (239).
26. Marcel Mauss, "Techniques of the Body," Economy and Society 2, no. 1 (1973): 70-88, http://dx.doi.org/10.1080/03085147300000003. Mauss maintained that in "civilized" societies where children were placed in chairs for feeding, one of the body's responses was the loss of the capacity to squat. Squatting, he argued, was a physical capacity that had sociological and psychological implications in societies less "civilized" and demonstrated the "triumvirate" of the physical, psychological, and sociological of bodily techniques.
27. Debra Van Ausdale, The First R: How Children Learn Race and Racism (Lanham, Maryland: Rowman and Littlefield, 2001).
28. Paul Kingston "class structuration in America is weak: for themost part, groups of people having a common economic position do not share distinct, life-defining experiences" (Paul Kingston, The Classless Society [Stanford: Stanford University Press, 2000], 4
29. Michael Zweig, The Working Class Majority: America's Best Kept Secret [Ithaca, New York: Cornell University Press, 2000], 1-3).
30. Basil Bernstein, Class, Codes, andControl, 4 vols. (London: Routledge and Kegan Paul, 2003)
31. Shirley Brice Heath, Ways with Words (Cambridge: Cambridge University Press, 1983)
32. Lisa Delpit, Other People's Children: Cultural Conflict in the Classroom (New York: New Press, 1995).
33. Annette Lareau, Unequal Childhoods: Class, Race, and Family Life (Berkeley: University of California Press, 2003).
34. Pierre Bourdieu, "The Forms of Capital," Handbook of Theory and Research for the Sociology of Education, ed. John G. Richardson (New York: Greenwood Press, 1986), 249-50.
35. Pierre Bourdieu, The Logic of Practice, trans. Richard Nice (Cambridge: Polity Press, 1990), 66.
36. Ana Christina Da Silva Iddings and Laurie Katz, "Integrating Home and School Identities of Recent Immigrant Hispanic English Language Learners Through Classroom Practices," Journal of Language, Identity and Education 6, no. 4 (2007): 299-314
37. Angela Valenzuela, Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring (Albany, New York: State University of New York Press, 1999).
38. Ellen Brantlinger, Dividing Classes: How the Middle Class Negotiates and Rationalizes School Advantage (London: Routledge, 2003).
39. While it is certainly true that multiple factors bear on the performances that children make - personality, gender, and so on - it is still important that we consider the patterns of performances that social class, as a significant element of habitus, has on cultivating various bodily techniques and performances.
40. Lucy Hart Paulson and Richard van den Pol, Good Talking Words: A Social Communication Skills Program for Preschool and Kindergarten Classes (Longmont, Colorado: Sopris West, 1998).
41. Karolyn Tyson, Integration Interrupted: Tracking, Black Students, and Acting White After Brown (New York: Oxford University Press, 2011)
42. Anne Gregory, Russell J. Skiba, and Pedro A. Noguera, "The Achievement Gap and the Discipline Gap: Two Sides of the Same Coin?" Educational Researcher 39, no. 1 (2010): 59-68
43. Matthew Ladner and Christopher Hammons, "Special But Unequal: Race and Special Education," in Rethinking Special Education for a New Century, ed. Chester E. Finn Jr., Andrew J. Rotherham, and Charles R. Hokanson Jr. (Washington, DC: Thomas B. Fordham Foundation and the Progressive Policy Institute, 2001).
44. Emma Perry and Becky Francis, The Social Class Gap for Educational Achievement: A Review of the Literature (2010), http://www.thersa.org/__data/assets/pdf_file/0019/367003/RSA-Social-Justicepaper.pdf.
45. Kingston, The Classless Society
46. Lareau, Unequal Childhoods.
47. Shilling, The Body in Culture, Technology, and Society, 6.
48. Bryan S. Turner, The Body and Society: Explorations in Social Theory (Oxford: Basil Blackwell, 1984)
49. Judith Butler, Gender Trouble: Feminism and the Subversion of Identity (New York: Routledge, 1990)
50. Judith Butler, Bodies That Matter: On the Discursive Limits of "Sex" (New York: Routledge, 1993).
51. Shilling, The Body in Culture, Technology, and Society, 5.