Abstract
Lacking empirical data on how teachers read students’ bodies for social class status, this chapter suggests that one can consider this question by examining the corporeal implications of contemporary curricular and programmatic influences in schools. This chapter analyzes Ruby Payne’s A Framework for Understanding Poverty and the Knowledge is Power Program (KIPP) charter school movement as two examples of such educational practices. This chapter argues that due to their deficit constructions of poor children, these programs narrowly define self-control as requiring poor children to comport themselves as middle-class children do, which results in a form of symbolic violence against working-class children.
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Notes
It is beyond the scope of this book to explore in detail all the important facets of Montessori education. Interested readers would be well advised to review several seminal texts on the subject, including Montessori’s (1964) The Montessori Method and The Discovery of the Child (1948/2004); Gutek’s (2004) The Montessori Method: The Origins of an Educational Innovation: Including an Abridged and Annotated Edition of Maria Montessor’s The Montessori Method;
Kramer’s (1988) Maria Montessori: A Biography;
E. M. Standing’s (1998) Maria Montessori: Her Life and Work;
and Wentworth and Wentworth’s (2013) Montessori for the New Millineum: Practical Guidance on the Teaching and Education of Children of All Ages, Based on a Rediscovery of the True Principles and Vision of Maria Montessori.
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© 2014 Sue Ellen Henry
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Henry, S.E. (2014). Corporeal Implications of Contemporary Schooling Practices. In: Children’s Bodies in Schools: Corporeal Performances of Social Class. The Cultural and Social Foundations of Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137442635_4
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DOI: https://doi.org/10.1057/9781137442635_4
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-49518-4
Online ISBN: 978-1-137-44263-5
eBook Packages: Palgrave Education CollectionEducation (R0)