Beyond the logic of representation in play theories: postmodern perspectives on children’s role play
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The notion of play-based curriculum is one of the most distinctive features of child-centered education in which play is commonly assumed as the representation of children's inner mind or of life reality. It is attempted in this study to deconstruct the logic of representation developed in academic traditions of play theories, and to explore a desirable direction of postmodern pedagogy of play appreciating the aesthetic nature of children’s dynamic vitality and relational transformations of selves occurring in play activities. Discussions are methodologically guided by implications drawn from postmodern thinkers. It is discussed that the logic of representation has been constructed by epistemological streams from ancient Greek philosophy to the evolution theory in modern times. Interpretations of four different aspects of classroom role play are also made in this study: first, typified genre modality behaviors as the web of intertextual metonymy with the closed nature of self-referentiality and limited representation of life reality; second, meta-communication as the open space of in-betweenness that characterizes the indeterminacy of childhood play; third, children's attempts toward educationally tabooed plays understood in terms of their transgressive vitality enabling children to take a leap of vision above bi-unidirectional thinking; lastly, children’s active meaning-making and relational self-transformation occurring when contextualized situation and specific identities are provided. Conclusion is made that postmodern pedagogy for children needs to be guided by aesthetic sensitivity that can appreciate the children’s dynamic vitality to make the rich and ever-new process of becoming in play.
Abstract
The notion of play-based curriculum is one of the most distinctive features of child-centered education in which play is commonly assumed as the representation of children's inner mind or of life reality. It is attempted in this study to deconstruct the logic of representation developed in academic traditions of play theories, and to explore a desirable direction of postmodern pedagogy of play appreciating the aesthetic nature of children’s dynamic vitality and relational transformations of selves occurring in play activities. Discussions are methodologically guided by implications drawn from postmodern thinkers. It is discussed that the logic of representation has been constructed by epistemological streams from ancient Greek philosophy to the evolution theory in modern times. Interpretations of four different aspects of classroom role play are also made in this study: first, typified genre modality behaviors as the web of intertextual metonymy with the closed nature of self-referentiality and limited representation of life reality; second, meta-communication as the open space of in-betweenness that characterizes the indeterminacy of childhood play; third, children's attempts toward educationally tabooed plays understood in terms of their transgressive vitality enabling children to take a leap of vision above bi-unidirectional thinking; lastly, children’s active meaning-making and relational self-transformation occurring when contextualized situation and specific identities are provided. Conclusion is made that postmodern pedagogy for children needs to be guided by aesthetic sensitivity that can appreciate the children’s dynamic vitality to make the rich and ever-new process of becoming in play.
참고문헌 (35)
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