Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Colonel Sanders, Elvis, Mickey Mouse, and Jack Daniels have been enthusiastically embraced by Japanese consumers in recent decades. But rather than simply imitate or borrow from the West, the Japanese reinterpret and transform Western products and practices to suit their culture. This entertaining and enlightening book shows how in the process of domesticating foreign goods and customs, the Japanese have created a culture in which once-exotic practices (such as ballroom dancing) have become familiar, and once-familiar practices (such as public bathing) have become exotic. Written by scholars in anthropology, sociology, and the humanities, the book ranges from analyses of Tokyo Disneyland and the Japanese passion for the Argentinean tango to discussions of the Japanese haute couture and the search for an authentic nouvelle cuisine japonaise. These topics are approached from a variety of perspectives, with explorations of the interrelations of culture, ideology, and national identity and analyses of the roles that gender, class, generational, and regional differences play in the patterning of Japanese consumption. The result is a fascinating look at a dynamic society that is at once like and unlike our own.

Ethnology --- Ethnicity --- Consumers --- Attitudes. --- Japan --- Economic conditions. --- Social life and customs. --- Attitudes

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"When we look beyond lesson planning and curricula--those explicit facets that comprise so much of our discussion about education--we remember that teaching is an inherently social activity, shaped by a rich array of implicit habits, comportments, and ways of communicating. This is as true in the United States as it is in Japan, where Akiko Hayashi and Joseph Tobin have long studied early education from a cross-cultural perspective. Taking readers inside the classrooms of Japanese preschools, Teaching Embodied explores the everyday, implicit behaviors that form a crucially important--but grossly understudied--aspect of educational practice. Akiko Hayashi and Joseph Tobin embed themselves in the classrooms of three different teachers at three different schools to examine how teachers act, think, and talk. Drawing on extended interviews, their own real-time observations, and hours of video footage, they focus on how teachers embody their lessons: how they use their hands to gesture, comfort, or discipline; how they direct their posture, gaze, or physical location to indicate degrees of attention; and how they use the tone of their voice to communicate empathy, frustration, disapproval, or enthusiasm. Comparing teachers across schools and over time, they offer an illuminating analysis of the gestures that comprise a total body language, something that, while hardly ever explicitly discussed, the teachers all share to a remarkable degree. Showcasing the tremendous importance of--and dearth of attention to--this body language, they offer a powerful new inroad into educational study and practice, a deeper understanding of how teaching actually works, no matter what culture or country it is being practiced in."--Publisher's description.

Preschool teachers --- Education, Preschool --- Teaching --- Child development --- Educational psychology --- Educational anthropology --- Psychological aspects

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"A significant and growing percentage of the children enrolled in early childhood education and care (ECEC) programs in Europe and the United States are children of recent im/migrants. For most young (3-5 years old) children of parents who have come from other countries, ECEC settings are the first context in which they come face to face with differences between the culture of home and the public culture of their new country. For parents who have recently im/migrated to a new country, enrolling their child in an early childhood program is a key moment where cultural values of their home and adopted culture come into contact and, often, conflict. For countries with high rates of im/migration, ECEC programs are key sites for enacting national goals for social inclusion and the creation of new citizens. And yet the field of early childhood education has conducted too little research on the experience of im/migrant children, their families, and their teachers. This book tells the story of our study of beliefs about early childhood education of im/migrant parents and of the practitioners who teach and care for their young children. It is simultaneously a study of im/migration seen from the perspective of early childhood education and of early childhood education seen from the perspective of im/migration. The book answers the questions: What do im/migrant parents want for their children in ECEC programs? How are the perspectives of im/migrant parents like and unalike the perspectives of their children's preschool teachers and of non-immigrant parents? How are England, France, Germany, Italy, and the United States using ECEC settings to incorporate im/migrant children and their families into their new society? What can all five countries do better?"--Page 4 of cover.

#SBIB:316.334.1O340 --- Onderwijs en sociale verandering, onderwijs en samenleving --- Children of immigrants --- Multicultural education --- Enfants d'immigrants --- Education interculturelle --- Education (Preschool) --- Enseignement préscolaire --- Enseignement préscolaire --- Education [Preschool ] --- Comparative studies --- England --- France --- Germany --- Italy --- United States --- Ausländisches Kind --- Internationaler Vergleich --- Migration --- Vorschulerziehung --- Immigrés --- Enfants d'âge préscolaire --- Allemagne --- Angleterre (GB) --- États-Unis --- Italie

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)