Re: [xmca] FW: Cultural History of Play

[Beth Ferholt <bferholt@gmail.com>]

I am also very interested in this suggestion -- my delay in responding was
not due to lack of interest! -- and think a skype multi-party discussion is
a great way to start.  Beth

On 7/6/10, mike cole <lchcmike@gmail.com> wrote:
>
> Seems to me that this is the sort of thing that needs to be done
> collaboratively, including collaboratively with a journal or publishing
> house editor. It could even be started as a few skype multi-party
> discussions by key participants to see the extent to which they make sense
> to each other.
>
> I have done research with standard psychological tasks in the Yucatan in
> the
> past, and clearly one issue in cross-cultural/cross-national research on
> play and development is the issue of what constitutes legitimate data for
> what kinds of claims (what kinds of warrants) should be part of the
> discussion. But I suggest you start with Mary's contribution: There are
> some
> things clearly important in those citations and there will be points of
> disagreement, of course.
>
> I see no need at the moment to fall into the neurosciences craze and wait
> upon it. Viz a viz theory of mind there are summaries of existing data to
> be
> had. Pentti's point about the difficulties of international communication
> owing to different theoretical backgrounds, which have different traditions
> for linking theory to data (e.g., different methodOLIGIES - principled
> linkages between theory and data).
>
> Pentti is in the best position of anyone interested in this topic I know of
> for selecting something from Elkonin. (I didn't know anything other than
> what appeared in the book and thought you could choose from there, but of
> course, that would be up to you).
>
> As in all such endeavors, does anyone want to play "take the lead" and
> create such an activity? If not, we'll just putt along as we were. Great
> topic, play, especially when it is considered allong with socioemotional
> attachment, learning what your parents and the world have to teach you in
> school and elsewhere, peer relations, and work(!). That is what makes work
> such as Suzanne's so important; A series of contributions that worked
> "outward" from her basic descriptions of her basic domains would be
> enlightening.
>
> Ah, summer, when for us privileged few, the summer is easy, (if hot,
> sticky,oilspilled, and downright worrisome).
> mike
>
> On Tue, Jul 6, 2010 at 2:09 PM, Suzanne Gaskins
> <suzanne.gaskins@gmail.com>wrote:
>
> > The Maya certainly have executive function (and for that matter they have
> > most forms of play). What they don't have is fantasy play (non-realistic
> > pretend play) and then, also, play is less dominant overall since they
> are
> > busy doing lots of other things in their lives. We have mostly
> correlational
> > data (at best) for the cognitive and social developmental functions of
> play,
> > and there is no reason to think that kids don't get equivalent
> experiences
> > for most of these through work or other everyday activities, including
> > executive function, theory of mind, social skills, etc. We don't have any
> > good evidence that I know of about such things, though, in a
> > non-Euroamerican cultures. But I firmly believe that the reason they are
> > correlated in the US is that children have such a limited range of
> > experiences, play looms large, not that play has unique functions. (I
> tried
> > for a couple of years to get funding to do a study in the Mayan village
> of
> > both play and related skills, with Marjorie Taylor, but unsuccessfully. I
> > plan to try again, though, when I get through with a large study of
> family
> > learning in museums that is currently taking a lot of my time.)
> >
> >
> > On Tue, Jul 6, 2010 at 3:55 PM, Pentti Hakkarainen <
>
> > pentti.hakkarainen@oulu.fi> wrote:
> >
> >> Quoting mike cole <lchcmike@gmail.com>:
>
> >> Mike,
> >>
> >> I think that in principle it is a good idea, but impossible
> >> at the present editorial situation of US journals. We have
> >> now worked for one year on one chapter of a TASP book. During
> >> the process it has been necessary to reject almost all theoretical
> >> ideas from the text and spend a lot of money to get the text simple
> >> enough. MCA and other two journals have made the process more easy
> >> with other texts by rejecting our offers right away. Peer review may be
> >> good,
> >> but when the peers do not know anything about your theoretical
> background
> >> you cannot know what is evaluated. The same problem can be met here
> also,
> >> but in Europe it is quite a common opinion that you cannot publish in
> >> the US without working several years there. Perhaps a compromise can
> >> be found? One possibility might be that the editorial work is not just
> >> sending materials for peer reviews, but a joint elaboration of ideas
> (e.g.
> >> What
> >> cultural-historical approach to play might be?). For me a dilemma is
> >> new findings from neuroscience. If executive functions are developed in
> >> mature pretend play what happens with mayans if they do not have these
> >> forms of play? No executive functions? Has neuroscience found some
> >> universal
> >> facts or not? Are there alternative developmental trajectories?
> >> Suzanne what do you think?
> >>
> >> pentti
> >>
> >> PS Mike, do you mean "Psychology of play" or his
> >>   rejected thesis? Do you have it?
>
> >>
> >>
> >>
> >>  I am beginning to wonder whether a new sort of special issue on play,
> or
> >>> perhaps just some new articles, for MCA, would be a good idea. What do
> >>> you
> >>> all think? The articles could be of different genres, some summaries of
> >>> other lit, some summaries of own work that has appeared in different
> >>> places,
> >>> all focused on cultural historical variation. We might include a
> chapter
> >>> from Elkonin's Doktorat which has a huge lit review in it.
> >>>
> >>> ???
> >>> mike
> >>>
> >>> On Tue, Jul 6, 2010 at 3:52 AM, Pentti Hakkarainen <
> >>> pentti.hakkarainen@oulu.fi> wrote:
> >>>
> >>>  Quoting mike cole <lchcmike@gmail.com>:
> >>>> Mike,
> >>>>
> >>>> In recordings there are some material from autumn
> >>>> terms when children are playing "Small city" -play.
> >>>> This is children's free play before our play world
> >>>> projects begin and it is used for defining the goals
> >>>> of the next play world. The play is different from year to
> >>>> year, but I have not yet analyzed the time series if it
> >>>> would be possible to see changes.
> >>>>
> >>>> But your question made me think about other experiences.
> >>>> I forgot that my doctoral thesis compares historical forms
> >>>> of shopping play. I collected earlier studies and documents
> >>>> on shopping play as historical yard play and compared it
> >>>> with the same play in day care institutions. Day care versions
> >>>> were differed in two aspects: 1. shopping play is not any more
> >>>> just preparing props for a shop, but rather a "small city" play
> >>>> (in my case a shop, bank, library, hairdresser, police and jail).
> >>>> 2. Robbers (mostly boys) are present in all play session and police is
> >>>> arresting them and putting to the jail.
> >>>>
> >>>> I collected comparative and historical data in order to
> >>>> find out motivation and change of motivation of play.
> >>>> Sense making is central and can be observed partly in the
> >>>> fact which Rubinshtein emphasized: in play motives and goals
> >>>> cannot be different as in other activities and goals are
> >>>> always sense oriented. My article in Engeström et al. 1999
> >>>> book partly describes the logic of the thesis.
> >>>>
> >>>> My stay in San Diego in mid 90's revealed some cultural
> >>>> differences between Finnish and American play culture or
> >>>> how the cultural practices are reflected in children's play.
> >>>> 1. Individualism in day care practices connected to negotiations
> >>>> when some one insulted individual rights. Adults´ time was
> >>>> mainly used to explain and set conflicts instead of organizing
> >>>> joint play activities (Paley did not work in campus day care)
> >>>> 2. The case of Tatu. This boy and their parents did not understand
> >>>> cultural differences. After breakfast the boy with his uneducated peer
> >>>> (living with his grandmother) left for the lagoon and promised to
> >>>> return by sunset. Every evening a rescue patrol was sent after them
> >>>> to explain that sunset is now.
> >>>> 3. I never saw any yard play in the neighborhood and thought there
> >>>> very little children living around. Halloween was a surprise when
> >>>> hundreds of kids were demanding treat or trick.
> >>>> 4. ABECEDERIAN reports reveal that the effects were attained by
> >>>> an adult spending one hour with each child (boardgame, puzzle etc.)
> >>>> No signs of children's joint play or play worlds.
> >>>>
> >>>> Sorry for a long text!
> >>>> pentti
> >>>>
> >>>>
> >>>>
> >>>>  Hi Beth--
> >>>>
> >>>>>
> >>>>> What nice, concrete, examples of kid-on-playground and expansion of
> the
> >>>>> idea
> >>>>> of playgrounds to included boat rides... and kids' VALUING of the
> >>>>> playground. No fmri's need apply.
> >>>>>
> >>>>> Thanks for the wonderful bibliography, Mary. The comments on
> political
> >>>>> considerations putting cultural variations in play off limits in
> south
> >>>>> africa seem an important reminder of sources channeling all human
> >>>>> inquiry,
> >>>>> "scientific, policy related research" included.
> >>>>>
> >>>>> Pentti-- Do you think your recordings over the past 11 year indicates
> >>>>> shifts
> >>>>> in play during that time in Finland?
> >>>>>
> >>>>> mike
> >>>>>
> >>>>> On Mon, Jul 5, 2010 at 2:45 AM, Pentti Hakkarainen <
> >>>>> pentti.hakkarainen@oulu.fi> wrote:
> >>>>>
> >>>>>  Quoting mike cole <lchcmike@gmail.com>:
> >>>>>
> >>>>>> Sorry,
> >>>>>>
> >>>>>> I am writing about a different problem and know only
> >>>>>> some research on history of play + have about 2000 hours of
> >>>>>> digital video from playworld interventions since 1996 in
> >>>>>> Finland.
> >>>>>> pentti
> >>>>>>
> >>>>>> PS Thanks Suzanne for the texts! I am a member of TASP, but
> >>>>>> did not know the connection
> >>>>>>
> >>>>>>  I am unsure, Pentti, that is why I asked about current ethnography
> >>>>>>
> >>>>>>> of play. Perhaps Corsarro's work is relevant? But it is American
> and
> >>>>>>> not
> >>>>>>> likely to help in quests for diversity of cases.
> >>>>>>> mike
> >>>>>>>
> >>>>>>> On Sun, Jul 4, 2010 at 12:08 PM, Pentti Hakkarainen <
> >>>>>>> pentti.hakkarainen@oulu.fi> wrote:
> >>>>>>>
> >>>>>>>  Quoting mike cole <lchcmike@gmail.com>:
> >>>>>>>
> >>>>>>>  Hei,
> >>>>>>>>
> >>>>>>>> Just found a new text about smysl in a new book about
> >>>>>>>> social epistemology in Russian. Also provoked Zinchenko
> >>>>>>>> to collect his ideas from a psychologists point of view.
> >>>>>>>> I try to connect these with play analyses. Seems that
> >>>>>>>> the proposed mechanism of "smyslo-obrazovanie" is the same
> >>>>>>>> as improvisation in advanced role-play. I think Gaskins-Goncu
> >>>>>>>> comparative analysis of cultures is very relevant.
> >>>>>>>>
> >>>>>>>> In the 1980's there was a society doing ethnographic research
> >>>>>>>> on play and publishing books. But I have not seen anything lately.
> >>>>>>>> Perhaps it has died away?
> >>>>>>>>
> >>>>>>>> Pentti
> >>>>>>>>
> >>>>>>>>  Hi Mary and Pentti--
> >>>>>>>>
> >>>>>>>>
> >>>>>>>>  Mary-- I have recently used Barbara Rogoff's book on culture and
> >>>>>>>>> development. Barbara provides many examples of very young kids
> >>>>>>>>> engaged
> >>>>>>>>> in
> >>>>>>>>> what American adults think of as work activity like walking a
> good
> >>>>>>>>> distance
> >>>>>>>>> to market on their own and selling stuff too. (Its not clear to
> me
> >>>>>>>>> how
> >>>>>>>>> "alone" they are in this whole process from the descriptions but
> i
> >>>>>>>>> have
> >>>>>>>>> not
> >>>>>>>>> properly followed up the references. Certainly, the work of
> Gaskins
> >>>>>>>>> and
> >>>>>>>>> Goncu emphasizes the diminished role of overt pretend play in 3-6
> >>>>>>>>> year
> >>>>>>>>> olds
> >>>>>>>>> in many cultures relative to European/American/"modernized"
> >>>>>>>>> cultural
> >>>>>>>>> configurations of early childhood.
> >>>>>>>>>
> >>>>>>>>> Are there any recent ethnographies of early childhood in the
> varied
> >>>>>>>>> cultures
> >>>>>>>>> of South Africa? I know there was considerable interest in this
> >>>>>>>>> topic
> >>>>>>>>> 100
> >>>>>>>>> years ago. What has changed since colonial "Kiddish" times?
> >>>>>>>>>
> >>>>>>>>> Pennti. It is easy to agree that play is sense making, at least
> for
> >>>>>>>>> me.
> >>>>>>>>> I
> >>>>>>>>> have tried to figure out the different micro-hermeneutical
> >>>>>>>>> processes
> >>>>>>>>> (Achille's thought provoking way of talking about what we tend to
> >>>>>>>>> think
> >>>>>>>>> of
> >>>>>>>>> as micro-genesis) involved in the most recent New Yorker cover.
> The
> >>>>>>>>> variety
> >>>>>>>>> of paths of sense making is pretty amazing, just for this one
> >>>>>>>>> playful
> >>>>>>>>> object!! Have you checked it out?
> >>>>>>>>>
> >>>>>>>>> Re brain/education/development. It would be interesting to assay
> >>>>>>>>> what
> >>>>>>>>> proportion of the articles in that journal are interested in
> >>>>>>>>> brain-->differences in educational attainment processes and which
> >>>>>>>>> proportion
> >>>>>>>>> are interested in organization of setting-->brain
> >>>>>>>>> differences<-->behavioral
> >>>>>>>>> differences. And in allied journals as well.
> >>>>>>>>> (in someone's free time!)
> >>>>>>>>> mike
> >>>>>>>>>
> >>>>>>>>>
> >>>>>>>>> On Sun, Jul 4, 2010 at 8:21 AM, Pentti Hakkarainen <
> >>>>>>>>> pentti.hakkarainen@oulu.fi> wrote:
> >>>>>>>>>
> >>>>>>>>>  Quoting Mary van der Riet <vanderriet@ukzn.ac.za>:
> >>>>>>>>>
> >>>>>>>>>  Hi Mary and others,
> >>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>> It is interesting what kind of evidence is changing people's
> >>>>>>>>>> relation to early years education and play. Neuroscience and
> >>>>>>>>>> relation between executive functions and play woke people up.
> >>>>>>>>>> But I still think that Brian Sutton-Smith is right when he
> >>>>>>>>>> says that people look for wrong effect, from wrong place and
> with
> >>>>>>>>>> wrong methods in play research. The essence of play is that it
> is
> >>>>>>>>>> sense making activity, but it may be impossible to open what
> this
> >>>>>>>>>> means using English. It may be impossible to properly analyze
> >>>>>>>>>> cultural history of play without analyzing play as sense making
> >>>>>>>>>> activity.
> >>>>>>>>>>
> >>>>>>>>>> In Scandinavia there are some theses trying to reveal
> >>>>>>>>>> the semiotics of space in day care institutions, not just yards.
> >>>>>>>>>> In our faculty one doctoral student tries to analyze 4000 photos
> >>>>>>>>>> from day care institutions trying to explain the superiority of
> >>>>>>>>>> the Finnish system (in vain I think). There are some attempts to
> >>>>>>>>>> change the principles how activities are spatially carried out
> >>>>>>>>>> (we have a lot of ordinary houses used as day care centers and
> >>>>>>>>>> they are not planned for this purpose).
> >>>>>>>>>>
> >>>>>>>>>> Best wishes
> >>>>>>>>>> Pentti Hakkarainen
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>  Hi Mike
> >>>>>>>>>>
> >>>>>>>>>>  World Cup wise yes it is a bit cold here, but then it is also
> >>>>>>>>>> winter,
> >>>>>>>>>>
> >>>>>>>>>>  so
> >>>>>>>>>>> 5 degrees at 8/30pm in Johannesburg is not unusual. This World
> >>>>>>>>>>> Cup
> >>>>>>>>>>> has
> >>>>>>>>>>> been so full of suprises, but also great for South African
> >>>>>>>>>>> nationalism
> >>>>>>>>>>> (a rather tricky concept).
> >>>>>>>>>>>
> >>>>>>>>>>> About the play podcast - someone referred it to me, and yes I
> >>>>>>>>>>> assume
> >>>>>>>>>>> the
> >>>>>>>>>>> text is the same as the podcast. I have an interest in the
> area,
> >>>>>>>>>>> from
> >>>>>>>>>>> my
> >>>>>>>>>>> interest in children, rather than an academic specialization.
> >>>>>>>>>>> There
> >>>>>>>>>>> are
> >>>>>>>>>>> a lot of differences between children across continents (and
> >>>>>>>>>>> within
> >>>>>>>>>>> South Africa) in terms of how much freedom and responsibility
> >>>>>>>>>>> they
> >>>>>>>>>>> have.
> >>>>>>>>>>> In one area I worked in, it was not uncommon for 3 year olds to
> >>>>>>>>>>> walk
> >>>>>>>>>>> 1,5
> >>>>>>>>>>> km home from preschool on their own. Their playground/play
> >>>>>>>>>>> equipment
> >>>>>>>>>>> was
> >>>>>>>>>>> also relatively unsophisticated.
> >>>>>>>>>>>  I was a bit disappointed that the podcast content was fairly
> >>>>>>>>>>> superficial, but I suppose that is the nature of the form of
> >>>>>>>>>>> media.
> >>>>>>>>>>>
> >>>>>>>>>>> regards
> >>>>>>>>>>> Mary
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>> Mary van der Riet; School of Psychology; University of
> >>>>>>>>>>> KwaZulu-Natal
> >>>>>>>>>>> Private Bag X01, Scottsville, 3209
> >>>>>>>>>>>
> >>>>>>>>>>> email: vanderriet@ukzn.ac.za
> >>>>>>>>>>> tel: 033 260 6163;  fax: 033 2605809
> >>>>>>>>>>>
> >>>>>>>>>>>  mike cole <lchcmike@gmail.com> 07/04/10 01:04 AM >>>
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>>  Hi Mary--
> >>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>>
> >>>>>>>>>>>>>>   Thanks for the tip on that story underneath the oil spill.
> I
> >>>>>>>>>>>>> had
> >>>>>>>>>>>>>
> >>>>>>>>>>>>>  not
> >>>>>>>>>>>>
> >>>>>>>>>>>>  read
> >>>>>>>>>>>>
> >>>>>>>>>>> that far yet. I have read it now, though.
> >>>>>>>>>>>
> >>>>>>>>>>> There was a lot in that article that was new to me. (I assume
> the
> >>>>>>>>>>> pod
> >>>>>>>>>>> cast
> >>>>>>>>>>> text was the same as the written text??)  I have never read
> about
> >>>>>>>>>>> the
> >>>>>>>>>>> history of the playground movement and found it very
> interesting.
> >>>>>>>>>>> It
> >>>>>>>>>>> was
> >>>>>>>>>>> also fascinating the stars in this current story were
> architects
> >>>>>>>>>>> who
> >>>>>>>>>>> had
> >>>>>>>>>>> kids or were fascinated by the freedom of design that
> >>>>>>>>>>> playgrounds,
> >>>>>>>>>>> relatively speaking, allow.
> >>>>>>>>>>>
> >>>>>>>>>>> The link of play-as-educating-young-minds to the contemporary
> >>>>>>>>>>> obsession
> >>>>>>>>>>> with
> >>>>>>>>>>> the brain is one I am more familiar with. Below I append the
> self
> >>>>>>>>>>> promotional advertising associated with a journal that is
> >>>>>>>>>>> squarely
> >>>>>>>>>>> focused
> >>>>>>>>>>> on this topic. I think that an immanent critique of this line
> of
> >>>>>>>>>>> activity
> >>>>>>>>>>> begging to be done from a CHAT perspective.
> >>>>>>>>>>>
> >>>>>>>>>>> Is this a topic you would be interested in pursuing on XMCA?
> >>>>>>>>>>> mike
> >>>>>>>>>>> PS-- It looks cold down your way judging from the way World Cup
> >>>>>>>>>>> players
> >>>>>>>>>>> are
> >>>>>>>>>>> bundled up
> >>>>>>>>>>>
> >>>>>>>>>>> -------------------------
> >>>>>>>>>>>
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> >>>>>>>>>>>
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> >>>>>>>>>>>
> >>>>>>>>>>> *Edited by:*
> >>>>>>>>>>> Editor-in-Chief: Kurt Fischer Managing Editor: David Daniel
> >>>>>>>>>>>
> >>>>>>>>>>>  ------------------------------
> >>>>>>>>>>>
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> >>>>>>>>>>> *Best
> >>>>>>>>>>> New
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> >>>>>>>>>>> of
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> >>>>>>>>>>> =1614>
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> >>>>>>>>>>>
> >>>>>>>>>>> On Tue, Jun 29, 2010 at 11:55 PM, Mary van der Riet
> >>>>>>>>>>>
> >>>>>>>>>>> <vanderriet@ukzn.ac.za>wrote:
> >>>>>>>>>>>
> >>>>>>>>>>>  Indirectly related to your forwarded post Mike :  Rebecca Mead
> >>>>>>>>>>> on
> >>>>>>>>>>> how
> >>>>>>>>>>>
> >>>>>>>>>>>  playground design affects children?s brains:
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>>>
> http://www.newyorker.com/online/2010/07/05/100705on_audio_mead
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>> Mary
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>> Mary van der Riet; School of Psychology; University of
> >>>>>>>>>>>> KwaZulu-Natal
> >>>>>>>>>>>> Private Bag X01, Scottsville, 3209
> >>>>>>>>>>>>
> >>>>>>>>>>>> email: vanderriet@ukzn.ac.za
> >>>>>>>>>>>> tel: 033 260 6163;  fax: 033 2605809
> >>>>>>>>>>>>
> >>>>>>>>>>>> >>> mike cole <lchcmike@gmail.com> 06/29/10 18:22 PM >>>
> >>>>>>>>>>>> Thanks Rod. I know that several XMCA folks are interested in
> >>>>>>>>>>>> this
> >>>>>>>>>>>>
> >>>>>>>>>>>>  topic.
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>   I think that publication of part of Elkonin's doktorat would
> >>>>>>>>>>> be a
> >>>>>>>>>>>
> >>>>>>>>>>>  contribution here.
> >>>>>>>>>>>
> >>>>>>>>>>>> mike
> >>>>>>>>>>>>
> >>>>>>>>>>>> On Tue, Jun 29, 2010 at 1:31 AM, Rod Parker-Rees <
> >>>>>>>>>>>> R.Parker-Rees@plymouth.ac.uk> wrote:
> >>>>>>>>>>>>
> >>>>>>>>>>>> > Dear all,
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > I thought some of you might be interested in this.
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > With best wishes,
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > Rod
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > -----Original Message-----
> >>>>>>>>>>>> > From: Issues around children's play needs [mailto:
> >>>>>>>>>>>> > PLAY-CHILDREN@JISCMAIL.AC.UK] On Behalf Of Alice
> >>>>>>>>>>>> Atkinson-Bonasio
> >>>>>>>>>>>> > Sent: 29 June 2010 08:34
> >>>>>>>>>>>> > To: PLAY-CHILDREN@JISCMAIL.AC.UK
> >>>>>>>>>>>> > Subject: Cultural History of Play
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > Dear List Members,
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > I am currently conducting some preliminary research for an
> >>>>>>>>>>>> edited
> >>>>>>>>>>>> > collection of works addressing the cultural history of Play.
> >>>>>>>>>>>>  We
> >>>>>>>>>>>> are
> >>>>>>>>>>>> > particularly interested in work that addresses and unpacks
> the
> >>>>>>>>>>>>
> >>>>>>>>>>>>  meaning
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>   and
> >>>>>>>>>>>
> >>>>>>>>>>>  > cultural importance of particular play phenomena in the
> past.
> >>>>>>>>>>>
> >>>>>>>>>>>> This
> >>>>>>>>>>>>
> >>>>>>>>>>>>  is
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>   not
> >>>>>>>>>>>
> >>>>>>>>>>>  > about the objects and mechanics of play in and of
> themselves,
> >>>>>>>>>>> but
> >>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>  the
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>   way
> >>>>>>>>>>>
> >>>>>>>>>>>  > that play as it happened in the past is connected to wider
> >>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>  structures
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>   of
> >>>>>>>>>>>
> >>>>>>>>>>>  > identity, power, pleasure, work and consumption practices,
> >>>>>>>>>>> etc.
> >>>>>>>>>>>
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > We are aiming to gather material and a list of contributors
> >>>>>>>>>>>> for a
> >>>>>>>>>>>> symposium
> >>>>>>>>>>>> > in 2011, with a planned date for publication around the end
> of
> >>>>>>>>>>>> 2012.
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > If you have some material that might be appropriate or would
> >>>>>>>>>>>> like
> >>>>>>>>>>>> to
> >>>>>>>>>>>> be
> >>>>>>>>>>>> > involved, please do get in touch as soon as possible.
> Equally,
> >>>>>>>>>>>> if
> >>>>>>>>>>>>
> >>>>>>>>>>>>  you
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>   are
> >>>>>>>>>>>
> >>>>>>>>>>>  > unsure that your area of interest fits the above
> description,
> >>>>>>>>>>>
> >>>>>>>>>>>> drop
> >>>>>>>>>>>>
> >>>>>>>>>>>>  me
> >>>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>   a line
> >>>>>>>>>>>
> >>>>>>>>>>>  > and I'll be happy to clarify things.
> >>>>>>>>>>>
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > Furthermore, if anybody has any suggestions of other email
> >>>>>>>>>>>> groups
> >>>>>>>>>>>> which
> >>>>>>>>>>>> > might be relevant to this project, please do let me know.
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > Many thanks in advance for your help and I look forward to
> >>>>>>>>>>>> your
> >>>>>>>>>>>> responses.
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > All the best,
> >>>>>>>>>>>> >
> >>>>>>>>>>>> > Alice Atkinson-Bonasio
> >>>>>>>>>>>> > Research Assistant
> >>>>>>>>>>>> > "Cultural History of Play" Project
> >>>>>>>>>>>> > University of the West of England
> >>>>>>>>>>>> > Alice.Atkinson-Bonasio@uwe.ac.uk
> >>>>>>>>>>>> > _______________________________________________
> >>>>>>>>>>>> > xmca mailing list
> >>>>>>>>>>>> > xmca@weber.ucsd.edu
> >>>>>>>>>>>> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>>>>>>>>> >
> >>>>>>>>>>>> _______________________________________________
> >>>>>>>>>>>> xmca mailing list
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> >>>>>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>>>>>>>>>>>
> >>>>>>>>>>>> Please find our Email Disclaimer here:
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> >>>>>>>>>>>
> >>>>>>>>>>>  Please find our Email Disclaimer here:
> >>>>>>>>>>>
> >>>>>>>>>>>>
> >>>>>>>>>>>>  http://www.ukzn.ac.za/disclaimer/
> >>>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>>
> >>>>>>>>>
> >>>>>>>>
> >>>>>>>>
> >>>>>>>>
> >>>>>>>
> >>>>>>
> >>>>>>
> >>>>>>
> >>>>>
> >>>>
> >>>>
> >>>>
> >>>
> >>
> >>
> >>
> >
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>



-- 
Beth Ferholt
Assistant Professor
School of Education
Brooklyn College, City University of New York
2900 Bedford Avenue
Brooklyn, NY 11210-2889

Email: bferholt@brooklyn.cuny.edu
Phone: (718) 951-5205
Fax: (718) 951-4816
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