Playframes
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Playframes
An exploration of how we know we’re playing and what happens when we don’t. Playframes builds on the work of Gregory Bateson and Erving Goffman to take a deep dive into Bateson’s primary question: How do we know we’re playing? In this book, Celia Pearce addresses this question by building a comprehensive theory of the specific mechanisms that metacommunicate the message “this is play.” This “big tent” approach covers a broad swath of playframes, ranging from theme parks to cosplay, board and video games, and sports, and describes how spatial and temporal frames, as well as artifacts such as costumes and uniforms, toys, and sports equipment, let us know when a play activity is underway. Pearce teases out distinctions between ritual and play activities, including social practices in which they merge or are indistinguishable, as well as incidents of frame breach or misalignment, where participants’ perception of “what is going on” diverges. These principles are illustrated with a series of four topical studies that explore various scenarios in which play and non-play contexts are juxtaposed or blurred. These span from delightful (fan convention cosplay and simulated and virtual weddings) to confusing (virtual currency and bitcoin) to dangerous. Building on recent research, the book culminates with an in-depth analysis of the gaming roots of the January 6 Capitol insurrection and argues that playframe breach and deliberate misalignment were the major contributing factors.
Play Frames and Social Identities
This book is a sociolinguistic study of children s talk and how they interact with one another and their teachers in multilingual, multicultural and multiethnic schools. It is based on tape recordings and ethnographic observations of majority Greek and minority Turkish-speaking children at an Athens primary school. It offers the reader a unique look into the ways in which children draw upon their rich interactional histories and share, transform and recontextualize linguistic and other semiotic resources in circulation to construct play frames and explore, adopt, resist available as well as novel social roles and identities. Drawing on ethnographically informed approaches to discourse, the book shows the ways in which verbal phenomena such as teasing, joking, language play, music making and chanting can provide a productive locus for the study of the negotiation of social identities and roles at school. This book will be of interest to scholars, researchers and students of sociolinguistics, discourse analysis, cultural studies, and multicultural education. It will also be of interest to anthropologists and sociologists.
The Playful University
Author: Rikke Toft Nørgård
language: en
Publisher: Taylor & Francis
Release Date: 2024-12-12
This book provides philosophical, political and practical insights that open ways for the university in going beyond its tightly controlled state and into more playful and imaginative futures. In the context of a marketised and regulated environment that stifles creativity and curiosity in higher education, this collection provides an antidote that lies in the potential of play. It identifies tactics and tools for playful practices to conjure real utopias and pathways for the present and possible futures. Pulling together global perspectives from a wide array of different disciplines including higher education, sociology, philosophy, media studies, design, literature, play studies, game studies and political science, it concludes with a collaborative chapter that offers philosophically and theoretically grounded principles for the playful university. The book shows that it is possible to reimagine a higher education in which students and staff approach their studies with a sense of purpose, care, and openness to explore, imagine and build a better future. Looking beyond pedagogy to imagination, and wonder as important perspectives within the university, this is an essential read for those interested in play and subversion in higher education.