Lisa Procter
Dados Biográficos
| ID | 764211 |
|---|---|
| NOME | Lisa Procter |
| PRENOMES | Lisa |
| SOBRENOME | Procter |
| ASSINATURA | PROCTER L |
| AFILIAÇÕES | Manchester Metropolitan University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 29 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2019 |
| ÍNDICE H | 3 |
Troubling school toilets
This paper interrogates how school toilets and ‘school readiness’ are used to assess children against developmental milestones. Such developmental norms both inform school toilet design and practice, and perpetuate normative discourses of childhood as middle-class, white, ‘able’, heteronormative, cissexist and inferior to adulthood. Critical psychology and critical disability studies frame our analysis of conversations from online practitioner fo…
Exploring abstract, physical, social and embodied space
This paper describes a collaboration between museum staff and university researchers to develop a framework for analysing museum spaces from the perspective of young children. The resultant APSE (abstract, physical, social and embodied) framework draws on spatial theories from childhood studies and architecture to consider children’s museum visiting from a spatial perspective. Starting with space not only foregrounds the role places, objects and …
Young children’s museum geographies
In this guest editorial, we outline a new field of children’s museum geographies. We do this by opening up a space for the reader to engage with a collection of papers that trace embodiment, tacit and emplaced knowing, material entanglements and non-representational aspects of experience in accounts of children’s presence in museums. We hope that this special issue will act as an impetus for further working, thinking and collaborating, firstly by…
Vibrations in Place
This article explores how close attention to sound can help one to rethink literacy in early childhood education. Through an analysis of text, audio, video, and photographic data from a sound walk undertaken with a parent and a child, we make two arguments. First, contrary to skills-based approaches that abstract literacy from context, we show how literacy emerges from vibrational entanglements between bodies and places. We provide examples of ho…
School toilets
In this paper we argue that school toilets function as one civilising site [Elias, 1978. The Civilising Process. Oxford: Blackwell] in which children learn that disabled and queer bodies are out of place. This paper is the first to offer queer and crip perspectives on school toilets. The small body of existing school toilet literature generally works from a normative position which implicitly perpetuates dominant and oppressive ideals. We draw on…
Children’s Spatialities
Drawing from a wide range of disciplines, including anthropology, sociology, architecture and geography, and international contributors, this volume offers both students and scholars with an interest
Leslie B Nissen, Curriculum and the life erratic
Emotions, power and schooling
This paper explores the relationship between power and emotion in a junior school context. I consider emotions to be constructed in social interactions within which power relations are produced, sustained and contested. In this paper, I consider the ways that power and emotion are implicated in children’s struggles for social recognition through their interactions with both adults and other children. To do so, I focus on an example of a boy with …
School toilets
In this paper we argue that school toilets function as one civilising site [Elias, 1978. The Civilising Process. Oxford: Blackwell] in which children learn that disabled and queer bodies are out of place. This paper is the first to offer queer and crip perspectives on school toilets. The small body of existing school toilet literature generally works from a normative position which implicitly perpetuates dominant and oppressive ideals. We draw on…
Vibrations in Place
This article explores how close attention to sound can help one to rethink literacy in early childhood education. Through an analysis of text, audio, video, and photographic data from a sound walk undertaken with a parent and a child, we make two arguments. First, contrary to skills-based approaches that abstract literacy from context, we show how literacy emerges from vibrational entanglements between bodies and places. We provide examples of ho…
Exploring abstract, physical, social and embodied space
This paper describes a collaboration between museum staff and university researchers to develop a framework for analysing museum spaces from the perspective of young children. The resultant APSE (abstract, physical, social and embodied) framework draws on spatial theories from childhood studies and architecture to consider children’s museum visiting from a spatial perspective. Starting with space not only foregrounds the role places, objects and …
Troubling school toilets
This paper interrogates how school toilets and ‘school readiness’ are used to assess children against developmental milestones. Such developmental norms both inform school toilet design and practice, and perpetuate normative discourses of childhood as middle-class, white, ‘able’, heteronormative, cissexist and inferior to adulthood. Critical psychology and critical disability studies frame our analysis of conversations from online practitioner fo…
Young children’s museum geographies
In this guest editorial, we outline a new field of children’s museum geographies. We do this by opening up a space for the reader to engage with a collection of papers that trace embodiment, tacit and emplaced knowing, material entanglements and non-representational aspects of experience in accounts of children’s presence in museums. We hope that this special issue will act as an impetus for further working, thinking and collaborating, firstly by…
Emotions, power and schooling
This paper explores the relationship between power and emotion in a junior school context. I consider emotions to be constructed in social interactions within which power relations are produced, sustained and contested. In this paper, I consider the ways that power and emotion are implicated in children’s struggles for social recognition through their interactions with both adults and other children. To do so, I focus on an example of a boy with …
Emotions, power and schooling
This paper explores the relationship between power and emotion in a junior school context. I consider emotions to be constructed in social interactions within which power relations are produced, sustained and contested. In this paper, I consider the ways that power and emotion are implicated in children’s struggles for social recognition through their interactions with both adults and other children. To do so, I focus on an example of a boy with …
Children’s Spatialities
Drawing from a wide range of disciplines, including anthropology, sociology, architecture and geography, and international contributors, this volume offers both students and scholars with an interest
Leslie B Nissen, Curriculum and the life erratic
School toilets
In this paper we argue that school toilets function as one civilising site [Elias, 1978. The Civilising Process. Oxford: Blackwell] in which children learn that disabled and queer bodies are out of place. This paper is the first to offer queer and crip perspectives on school toilets. The small body of existing school toilet literature generally works from a normative position which implicitly perpetuates dominant and oppressive ideals. We draw on…
Exploring abstract, physical, social and embodied space
This paper describes a collaboration between museum staff and university researchers to develop a framework for analysing museum spaces from the perspective of young children. The resultant APSE (abstract, physical, social and embodied) framework draws on spatial theories from childhood studies and architecture to consider children’s museum visiting from a spatial perspective. Starting with space not only foregrounds the role places, objects and …
Young children’s museum geographies
In this guest editorial, we outline a new field of children’s museum geographies. We do this by opening up a space for the reader to engage with a collection of papers that trace embodiment, tacit and emplaced knowing, material entanglements and non-representational aspects of experience in accounts of children’s presence in museums. We hope that this special issue will act as an impetus for further working, thinking and collaborating, firstly by…
Vibrations in Place
This article explores how close attention to sound can help one to rethink literacy in early childhood education. Through an analysis of text, audio, video, and photographic data from a sound walk undertaken with a parent and a child, we make two arguments. First, contrary to skills-based approaches that abstract literacy from context, we show how literacy emerges from vibrational entanglements between bodies and places. We provide examples of ho…
Troubling school toilets
This paper interrogates how school toilets and ‘school readiness’ are used to assess children against developmental milestones. Such developmental norms both inform school toilet design and practice, and perpetuate normative discourses of childhood as middle-class, white, ‘able’, heteronormative, cissexist and inferior to adulthood. Critical psychology and critical disability studies frame our analysis of conversations from online practitioner fo…
Sociology (8 obras) · Children's Rights and Participation (7 obras) · Aesthetics (5 obras) · Epistemology (4 obras) · Pedagogy (4 obras) · Psychology (4 obras) · Art (3 obras) · Developmental psychology (3 obras) · Gender Studies (3 obras) · Philosophy (3 obras)