Dialogic Formations PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Dialogic Formations PDF full book. Access full book title Dialogic Formations by Marie-Cécile Bertau. Download full books in PDF and EPUB format.
Author: Marie-Cécile Bertau
Publisher: IAP
ISBN: 1623960398
Category : Education
Languages : en
Pages : 359
Get Book Here
Book Description
This volume understands itself as an invitation to follow a fundamental shift in perspective, away from the self-contained ‘I’ of Western conventions, and towards a relational self, where development and change are contingent on otherness. In the framework of ‘Dialogical Self Theory’ (Hermans & Hermans-Konopka, 2010; Hermans & Gieser, 2012), it is precisely the forms of interaction and exchange with others and with the world that determine the course of the self’s development. The volume hence addresses dialogical processes in human interaction from a psychological perspective, bringing together previously separate theoretical traditions about the ‘self’ and about ‘dialogue’ within the innovative framework of Dialogical Self Theory. The book is devoted to developmental questions, and so broaches one of the more difficult and challenging topics for models of a pluralist self: the question of how the dynamics of multiplicity emerge and change over time. This question is explored by addressing ontogenetic questions, directed at the emergence of the dialogical self in early infancy, as well as microgenetic questions, addressed to later developmental dynamics in adulthood. Additionally, development and change in a range of culture-specific settings and practices is also examined, including the practices of mothering, of migration and cross-cultural assimilation, and of ‘doing psychotherapy’.
Author: Marie-Cécile Bertau
Publisher: IAP
ISBN: 1623960398
Category : Education
Languages : en
Pages : 359
Get Book Here
Book Description
This volume understands itself as an invitation to follow a fundamental shift in perspective, away from the self-contained ‘I’ of Western conventions, and towards a relational self, where development and change are contingent on otherness. In the framework of ‘Dialogical Self Theory’ (Hermans & Hermans-Konopka, 2010; Hermans & Gieser, 2012), it is precisely the forms of interaction and exchange with others and with the world that determine the course of the self’s development. The volume hence addresses dialogical processes in human interaction from a psychological perspective, bringing together previously separate theoretical traditions about the ‘self’ and about ‘dialogue’ within the innovative framework of Dialogical Self Theory. The book is devoted to developmental questions, and so broaches one of the more difficult and challenging topics for models of a pluralist self: the question of how the dynamics of multiplicity emerge and change over time. This question is explored by addressing ontogenetic questions, directed at the emergence of the dialogical self in early infancy, as well as microgenetic questions, addressed to later developmental dynamics in adulthood. Additionally, development and change in a range of culture-specific settings and practices is also examined, including the practices of mothering, of migration and cross-cultural assimilation, and of ‘doing psychotherapy’.
Author: Hubert J. M. Hermans
Publisher: Cambridge University Press
ISBN: 1139502999
Category : Psychology
Languages : en
Pages : 784
Get Book Here
Book Description
In a boundary-crossing and globalizing world, the personal and social positions in self and identity become increasingly dense, heterogeneous and even conflicting. In this handbook scholars of different disciplines, nations and cultures (East and West) bring together their views and applications of dialogical self theory in such a way that deeper commonalities are brought to the surface. As a 'bridging theory', dialogical self theory reveals unexpected links between a broad variety of phenomena, such as self and identity problems in education and psychotherapy, multicultural identities, child-rearing practices, adult development, consumer behaviour, the use of the internet and the value of silence. Researchers and practitioners present different methods of investigation, both qualitative and quantitative, and also highlight applications of dialogical self theory.
Author: M. Beatrice Ligorio
Publisher: IAP
ISBN: 1623960665
Category : Education
Languages : en
Pages : 511
Get Book Here
Book Description
Education is a main issue in all countries. Policy makers, educators, families, students and, in a more general way, societies expect schools to provide a high quality education. They also expect students to be able to achieve and to become active and critical citizens. As senior researchers in education, we address some of the most complex and demanding research questions: How does learning affect identity? How does participation to educational settings, scenarios and situations impact the way we are or became? Can changes in how we perceive our Selves be considered as part of the learning process? This book attempts to outline some answers to such broad questions using a very robust and updated theoretical frame: the dialogical approach. In these chapters very well-known international authors from different continents and countries analyze school and educational situations through new lens: by considering the teaching and learning processes as multi-voiced and socially complex and considering identity development as a true leverage for development. The focus on the dialogical nature of both learning and identities makes this book interesting not only for educators and educational researchers but also for anyone interested in human sciences, policy makers, students and their families. We also aimed at producing a book that can be useful for different cultures and educational systems. Thus, in this book there are researches and comments from different cultural perspectives, making it appealing for a very large target-public.
Author: Per Linell
Publisher: IAP
ISBN: 1623964504
Category : Psychology
Languages : en
Pages : 295
Get Book Here
Book Description
Trust has a constituent role in human societies. It has been treated as a scientific topic in many disciplines. Yet, despite the fact that trust and distrust come to life primarily in human communication and through language, it has seldom been analyzed from a communicative or linguistic perspective. This is the theme of this path-breaking volume. This volume contains 12 chapters, plus introduction and epilogue by the editors. They have been authored by leading specialists on trust in language and communication, coming from many disciplines and from different cultures and countries. Most of the authors share a conceptual basis in dialogical theories. This book is a follow-up volume to two previous volumes on trust within cultural psychology, Trust and Distrust (Marková & Gillespie, 2008) and Trust and Conflict (Marková & Gillespie, 2012). It will be of interest to anyone seriously interested in trust in societies, and in trust and distrust as displayed in communication and language.
Author: Giuseppina Marsico
Publisher: Springer
ISBN: 3319986023
Category : Education
Languages : en
Pages : 239
Get Book Here
Book Description
This book represents the first extensive introduction to the emerging construct of Educational Self. The new concept describes a specific dimension of the Self, which is elaborated in the course of a person’s school life and is reactivated anytime the person is involved in an educational activity, whether as a student, teacher or parent. The Educational Self (ES) approach was created by the volume editors and is currently being developed at various universities in Europe and Latin America as a way of understanding and operating in educational contexts. The book presents the theoretical framework and the empirical developments of the construct, paving the way for further applications in education. The main locations of the empirical studies are Denmark, Italy, Brazil, Portugal and Colombia, but the research network is steadily expanding to other countries, so that the concept here can be generalized to different cultural contexts. The book addresses a range of contexts and moments in school life. The editors’ introduction presents the construct of ES, the opportunities for further theoretical and empirical developments of the concept, and its potential applications in educational practices. In the remainder of the volume, ES is explored for different age groups (from children to adolescents to higher education), different actors (peers, teachers, parents and their interactions), different contexts (formal education, special institutions, school-family relationships) and different phenomena (disruptive behavior, special needs, value orientation, school failure, etc.). All the studies share a qualitative idiographic approach, which is characteristic of the perspective of cultural psychology in which the ES construct was elaborated.
Author: Hubert J. M. Hermans
Publisher: Cambridge University Press
ISBN: 1009432028
Category : Psychology
Languages : en
Pages : 327
Get Book Here
Book Description
Contemporary society needs the recognition of a moral middle ground, where human behavior can be evaluated as permissible, understandable, or even valuable. As a counterforce to polarization and divisive politics, an identity model is proposed in which individual and group identities are transcended by a human and ecological identity.
Author: Erin Murrah-Mandril
Publisher: U of Nebraska Press
ISBN: 1496221737
Category : Literary Criticism
Languages : en
Pages : 186
Get Book Here
Book Description
The 1848 Treaty of Guadalupe Hidalgo, which transferred more than a third of Mexico’s territory to the United States, deferred full U.S. citizenship for Mexican Americans but promised, “in the mean time,” to protect their property and liberty. Erin Murrah-Mandril demonstrates that the U.S. government deployed a colonization of time in the Southwest to insure political and economic underdevelopment in the region and to justify excluding Mexican Americans from narratives of U.S. progress. In In the Mean Time, Murrah-Mandril contends that Mexican American authors challenged modern conceptions of empty, homogenous, linear, and progressive time to contest U.S. colonization. Taking a cue from Latina/o and borderlands spatial theories, Murrah-Mandril argues that time, like space, is a socially constructed, ideologically charged medium of power in the Southwest. In the Mean Time draws on literature, autobiography, political documents, and historical narratives composed between 1870 and 1940 to examine the way U.S. colonization altered time in the borderlands. Rather than reinforce the colonial time structure, early Mexican American authors exploited the internal contradictions of Manifest Destiny and U.S. progress to resist domination and situate themselves within the shifting political, economic, and historical present. Read as decolonial narratives, the Mexican American cultural productions examined in this book also offer a new way of understanding Latina/o literary history.
Author: Herman Rapaport
Publisher: Cornell University Press
ISBN: 1501729594
Category : Literary Criticism
Languages : en
Pages : 310
Get Book Here
Book Description
A woman turns into a piece of furniture (Theodor Fontane's Effi Briest); a writer of children's books takes photos of naked little girls (Lewis Carroll); Mont Blanc becomes the maternal breast (Shelley); Hamlet mistakes Ophelia for a phallus (Lacan's Hamlet seminar); and mom turns out to have thermonuclear arms (Laurie Anderson's United States). Reviewing the ways in which women have been fantasized in nineteenth- and twentieth-century Western culture, Herman Rapaport offers a series of brilliant insights into the concept of the fantasm in modern art.
Author: Lisbeth Lipari
Publisher: Penn State Press
ISBN: 0271064307
Category : Language Arts & Disciplines
Languages : en
Pages : 287
Get Book Here
Book Description
Although listening is central to human interaction, its importance is often ignored. In the rush to speak and be heard, it is easy to neglect listening and disregard its significance as a way of being with others and the world. Drawing upon insights from phenomenology, linguistics, philosophy of communication, and ethics, Listening, Thinking, Being is both an invitation and an intervention meant to turn much of what readers know, or think they know, about language, communication, and listening inside out. It is not about how to be a good listener or the numerous pitfalls that stem from the failure to listen. Rather, the purpose of the book is, first, to make readers aware of the value and importance of listening as a fundamental human ability inextricably connected with language and thought; second, to alert readers to the complexity of listening from personal, cultural, and philosophical perspectives; and third, to offer readers a way to think of listening as a mode of communicative action by which humans create and abide in the world. Lisbeth Lipari brings together historical, literary, intercultural, scientific, musical, and philosophical perspectives, as well as a range of her own personal experiences, to produce this highly readable analysis of how “the human experience of being as an ethical relation with others . . . is enacted by means of listening.”
Author: Anton Yasnitsky
Publisher: Cambridge University Press
ISBN: 1316060454
Category : Psychology
Languages : en
Pages : 1060
Get Book Here
Book Description
The field of cultural-historical psychology originated in the work of Lev Vygotsky and the Vygotsky Circle in the Soviet Union more than eighty years ago, and has now established a powerful research tradition in Russia and the West. The Cambridge Handbook of Cultural-Historical Psychology is the first volume to systematically present cultural-historical psychology as an integrative/holistic developmental science of mind, brain, and culture. Its main focus is the inseparable unity of the historically evolving human mind, brain, and culture, and the ways to understand it. The contributors are major international experts in the field, and include authors of major works on Lev Vygotsky, direct collaborators and associates of Alexander Luria, and renowned neurologist Oliver Sacks. The Handbook will be of interest to students and scholars in the fields of psychology, education, humanities and neuroscience.
