By Kathrin Hörschelmann, Rachel Colls
Demonstrating the contested and differentiated nature of early life and adolescence embodiment, this book responds to political and media discourses that stigmatize unruly younger our bodies, by means of combining the serious research of imagined and disciplined younger our bodies with a spotlight on younger peoples lived and played, embodied subjectivities.
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Extra info for Contested bodies of childhood and youth
Connecting children and the internet’, Environment and Planning D: Society and Space 17: 655–72. Borden, I. (2001) Skateboarding, Space and the City. Architecture and the City (Oxford: Berg). Braidotti, R. (1994) Nomadic Subjects: Embodiment and Sexual Difference in Contemporary Feminist Theory (New York: Columbia University Press). Burke, C. (2005) ‘ “Play in focus”: children researching their own spaces and places for play’, Children, Youth Environments 15(1): 27–53. Butler, J. (1990) Gender Trouble: Feminism and the Subversion of Identity (London: Routledge).
1993) Childhood Identities: Self and Social Relationships in the Experience of the Child (Edinburgh: Edinburgh University Press). James, A. (2000) ‘Embodied being(s): understanding the self and the body in childhood’, in A. ) The Body, Childhood and Society (Basingstoke: Macmillan). James, A (2005) ‘Life times: children’s perspectives on age, agency and memory across the life course’, in J. ) Studies in Modern Childhood: Society, Agency, Culture (Basingstoke: Macmillan). James, A. and James, A.
G. James et al. 1998, Holloway and Valentine 2000). It is within the context of peer group cultures that young people learn how to mark out their bodies as the same as or different from others’ and to manage tensions between conformity and individuality (James 1993). To be socially competent is to be acknowledged as ‘one of the crowd’ rather than being the anonymous one among the crowd, yet also not to express inappropriate individuality and therefore be excluded as an outsider (James 1993). In this way, young people’s bodies and identities are embedded in complex networks of relations in which the power to permit or withdraw friendship – to include or to exclude – is central to children’s school cultures.