Recess Battles: Playing, Fighting, and Storytelling

Notes

146 NOTES INTRODUCTION 1. See, e.g., Borman 1982; F. J. Brown 1939; Corsaro 1986, 2005; Damon 1977; Factor 2001; Mayall 2002; Ritchie and Koller 1964; Sutton-Smith et al. 1995. 2. DiGiullo 2001. 3. Axline 1947; Erikson 1950, 1975; M. Klein 1932/1975; Winnicott 1971; see also Piaget 1962, 1965. 4. Turner 1982. 5. For explanations of the significance of performance in context in folklore study, see Bauman 1986; Ben-Amos 1972; Glassie 1989. For a precursor in sociology, see Goffman 1959. 6. Handelman 1990. 7. In 1991, under the desegregation mandate, the school was approximately 50 percent white and 50 percent black. Because the Mill School was a desegregation magnet school, African American children were bused in from neighborhoods with less desirable schools. By 2004, the U.S. Supreme Court had officially dismantled the desegregation program, and in its place was No Child Left Behind. Individual children, regardless of race, could apply to go to the Mill School (or another school of choice) if they could demonstrate that their local school had poorer scores than their school of choice. In 2004, the Mill School was 60 percent black, 38 percent white, and 2 percent Asian and Latino. 8. According to the International Playground Association, a recess advocacy group, 40 percent of American schools have removed or are in the process of removing recess. The association also documents the use of recess withdrawal as a form of punishment. See www .ipausa.org. 9. Blatchford 1998; Cavallo 1981; King 1987; Mead 1999; Pellegrini 1995; Sutton-Smith 1997; see also Jemie 2003; Jones and Hawes 1972; Thorne 1993. 10. L. Cohen 2003; Kline 1993; Ritzer 1998; Schlosser 2002; Schor 2004; see also Goldman and Papson 1998; Jackson and Andrews 2005; Kellner 2001; Kenway and Bullen 2001; Kincheloe 1997; Lasn 1999; Lears 1988; Vanderbilt 1998. 11. See, e.g., Erikson 1950, 1975; Winnicott 1971. 12. See e.g., Blacking 1967; Lancy 1996, 2002; Schwartzman 1978. 147 Notes 13. Willis 1990, 19. 14. Baker and Heyning 2004; Bourdieu and Passerson 2000; Hollingsworth and Boyes 1997; Schmookler 1993. 15. Willis 1990, 17–18. 16. Willis 1977 is an education classic; see similarly Foley 1994. For more on the complexities of dialectics, see Calabrese 2004; Engels 1883/1940. 17. See Sutton-Smith 1978, 1989, 1997. 18. According to Gloria Levitas, a former student of Mead’s, she believed that playgrounds were excellent sites for the analysis of both psychology and culture and assigned ethnographic playground studies in class. Levitas shared this recollection with me at the 2001 meeting of the Society for Psychological Anthropology at Queens College. 19. LeVine 1974; Wallace 1961; Whiting 1963; Whiting and Edwards 1988. For a fine introduction to the Frankfurt School, see Kline, Dyer-Witherford, and dePeuter 2003; Nealon and Irr 2002; Wiggershaus 1994. 20. Arendt 1969; Bateson 1972; Benjamin 1996. Although Bateson made play a central subject in his research, Benjamin addressed it obliquely through his study of art, games, and toys. According to Arendt, for Benjamin, “the size of an object was in inverse ratio to its significance” (1969, 11). 21. See Erikson 1950; Bateson 1972. 22. See Birdwhistell 1970; Erickson 1990, 2004; Kendon 1990. 23. For a classic discussion of emic (inside) knowledge and etic (outside) knowledge, see Pike 1954. 24. See Ball 1990; Cladis 1999; Olssen 1999; Popkewitz and Brennan 1998. 25. See Lareau 2003. 26. Opie and Opie 1968, 1969, 1988. 27. Sutton-Smith 1972a, 1976, 1981b. 28. Jemie 2003. 29. See also Bronner 1988; Knapp and Knapp 1976; Newell 1883/1963. 30. See Schwartzman 1978; Eifermann 1971; Thorne 1993; see also Lanclos 2003. Although there seems to be new interest in studies about play, culture, and schooling, some, including Lewis 2003, are about schooling and race rather than about the school yard per se. For studies of African American children at play, see Brady 1975; Eckhardt 1975; Jemie 2003; Jones and Hawes 1972. 31. Piaget 1965, 1. For more on Piaget, see chapter 2. CHAPTER 1 1. Bateson 1972. 2. Aldis 1975. 3. Pellegrini 1995, 2005; see also Boulton and Smith 1989; Fagen 1981; Groos 1898. For adult misperceptions of play fighting, see Conner 1989. 4. Bourdieu 1990; Bourdieu and Passerson 2000. 5. See Goffman 1967. For the significance of facial gestures in mock violent play, see also Kendon 1990. 148 Notes 6. Classics in transition study include Bianchi 1986; Y. Cohen 1963; Fried and Fried...