ABSTRACT There has been considerable distress in early childhood classrooms due to a cultural bias of Cartesian dualism, which has led to the bullying and disappearance of Body in education. Efforts of bringing about shifts in pedagogical practices toward holistic, bodily views of the self must be supported and developed. However, with classrooms that are filled with less movement and play, the marginalization of Body is of major concern. Interdisciplinary educational settings may be rich in exposing potentials and challenges of a nondual pedagogy implemented in unconsciously dualistic classroom cultures. The purpose of this article is to describe the barriers to implementation of a Mindfully Somatic Pedagogy, as well as affordances to young children throughout a preschool yoga class over an academic year. This research provides a basis for understanding how a Mindfully Somatic Pedagogy can curate holistic, first-person experiences of young children’s bodily selves within a classroom. Likewise, differing expectations of Body from adults in classrooms can lead to mixed messages for children. Understanding how bodily experiences afford young children’s development and teachers responses to Body in the classroom is informative in understanding the roles a school culture can have on the relationship between child development and teacher pedagogy.

中文翻译：

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将意识形态的躯体教学法交织到幼儿教室

摘要由于笛卡尔二元论的文化偏见，幼儿教室遭受了极大的困扰，这导致了身体在教育中的霸凌和消失。必须支持和发展使教学方法向自我的整体，身体观点转变的努力。但是，由于教室中的活动和娱乐较少，身体的边缘化成为主要问题。跨学科的教育环境可能丰富地揭示了在无意识的二元课堂文化中实施非双重教育的潜力和挑战。本文的目的是描述在实施学前瑜伽课期间，实施身心躯体教育学的障碍以及对幼儿的资助。这项研究为理解心理躯体教育法如何在教室内策划幼儿身体自我的整体，第一人称体验提供了基础。同样，教室对成年人的身体期望与众不同，可能会给儿童带来不同的信息。了解身体的经历如何为幼儿的成长提供动力，以及教师在课堂上对身体的反应，对于了解学校文化在儿童成长与教师教学法之间的关系中所起的作用很有帮助。