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(L02) Movies from the field: play-to-work transitions in (post-)hunter-gatherer communities 

Convenors: Akira Takada, Kyoto University; Masaki Shimada, Teikyo University of Science 

Abstract: This interactive activity is aimed at facilitating discussion of how focal social activities (e.g., play, work, teaching, and learning) are organized spatiotemporally, to fertilise the arguments put forth in session (P38) Reconsidering play-to-work transitions in (post-)hunter-gatherer communities. 

Keywords: play, work, teaching, learning, video 

Format: interactive activity (videos and discussion) 

Precirculated materials: a detailed description of the short video clips, or links to posted clips, for review by the convenor 

 

This interactive activity is linked to the research presentation session P38 Reconsidering play-to-work transitions in (post-)hunter-gatherer communities, in which the speakers will re-examine the “traditional” assertion that children in hunter-gatherer communities are socialised in multi-aged child groups, in which they have ample time to play and become familiar with subsistence work. This re-examination is conducted with reference to new theoretical frameworks, such as natural pedagogy, and to recent social changes. 

Video materials are valuable resources in demonstrations of how several semiotic fields (i.e., sign phenomena that can become perceivable through media, including those involving various natural and artificial objects, word content, conversation flows, and the visible body) interplay in particular social activities (Goodwin 2000). This interactive activity is aimed at facilitating discussion of how social activities (e.g., play, work, teaching, and learning) relevant to the above-described assertion are organized spatiotemporally in culturally distinctive situations, to exemplify and fertilise the arguments put forth in session P38

Proposers who wish to participate in this interactive activity must write a detailed description of the short (<10 minutes) video clips that they would like to show, or provide links to the clips (e.g., using Dropbox or Google Drive) for the principal Akira Takada to assess privately. They should have obtained (by whatever way that is culturally appropriate) consent from the host community to show videos of children. They are also encouraged to present research papers at session P38.

 

References 

Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics 32, 1489–1522. 

 

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