By Sue Ellen Henry (auth.)
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Additional resources for Children’s Bodies in Schools: Corporeal Performances of Social Class
Shane and Danno. Kyle: My big brothers and I, we just play with boys. Zac: My brothers are big. Kyle: Actually I just play with big boys. Zac: I just play with boys too (505–516). In this extended interaction, Zac is eventually worn down and according to Skattebol (2006), brought around in part by the reference to “big boys,”—that is, boys who are older. In seeing Kyle as a social agent, using socially powerful categories to create the aims he sought, Skattebol (2006) notes “Kyle did not need to do anything to create a desire for big brothers.
Kyle: I just want Zac. . Susan: Zac, what about you? Zac: I want to play boys. Kyle: I just play with boys. Susan: Pravit? Pravit: I want to play too. Susan: With everyone Pravit? Kyle: You see Zac and I’ve got a game here and we just want to play we don’t want to play with anyone else. Susan: What game is it? Kyle: Oh it’s a magic game and we can’t tell or it’ll invisible and then we can’t find it. 0005 Children’s Bodies in Schools Zac: Yep pop! It’s gone. ] Susan: What about Pravit, Zac, you always used to play with him and now his feelings are hurt.
In the next section, I explore the other common research orientation in studies on the body: the ways in which class shapes bodily comportment and corporeal performance. A similar belief about the centrality of selfcontrol underlies this work, albeit from a slightly different angle. In this point of view, social class is understood as a force that either maintains self-control or perpetuates enduring problems in managing self-control. While not the intention of researchers, stigmatizing beliefs such as the “culture of poverty” argument have emerged from this research.