Children’s Bodies in Schools: Corporeal Performances of by Sue Ellen Henry (auth.)

By Sue Ellen Henry (auth.)

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Even though nothing is said to him on this point, he may insist on trying to be right-handed because he is uncomfortable under the emotional pressure that he is queer” (Cole 1939). Continuing in this vein, in the last 20 years, well-known researcher Dorothy Bishop has produced significant evidence supporting the lack of relationship between handedness and the prevalence of certain developmental disorders. She asserts that assumptions about the relationship between handedness and developmental problems result from poor research and suspect publishing practices aimed at circulating research with significant results rather than results supporting the null hypothesis.

In articulating the actions of the body, Noland prefers the term “gesture” over “movement,” as gesture more strongly focuses on “the specific moving body inevitably inflecting acquired gestural routines and instantiating them in a revised form” that exemplifies the agency of the performer (Noland 2010: 7, italics in original). For Noland, gesture works as “organized forms of kinesis through which subjects navigate and alter their worlds” (Noland 2010: 4) and is deeply shaped by culture and structures that arise from culture.

Zac: I do. Kyle: Boys don’t play with girls. ] I do. Kyle: In my family we don’t play with girls. Zac: Mine do. Kyle: Well, we are Indian and we just play with boys. . You want to just play with me? Zac: I do play . . 0005 Social Class Inequities and the Body  Kyle: You just want to play with me? Zac: Ummm . . over there . . we need to get them . . ] Kyle: Well I am four you know. Zac: I’m four too [emphatically]. Kyle: I’ve got big brothers. Zac: Me too. Shane and Danno. Kyle: My big brothers and I, we just play with boys.

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