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Psychology and the Conduct of Everyday Life moves psychological
theory and research practice out of the laboratory and into the
everyday world. Drawing on recent developments across the social
and human sciences, it examines how people live as active subjects
within the contexts of their everyday lives, using this as an
analytical basis for understanding the dilemmas and contradictions
people face in contemporary society. Early chapters gather the
latest empirical research to explore the significance of context as
a cross-disciplinary critical tool; they include a study of
homeless Maori men reaffirming their cultural identity via
gardening, and a look at how the dilemmas faced by children in
difficult situations can provide insights into social conflict at
school. Later chapters examine the interplay between everyday life
around the world and contemporary global phenomena such as the rise
of the debt economy, the hegemony of the labor market, and the
increased reliance on digital technology in educational settings.
The book concludes with a consideration of how social psychology
can deepen our understanding of how we conduct our lives, and offer
possibilities for collective work on the resolution of social
conflict.
Psychology and the Conduct of Everyday Life moves psychological
theory and research practice out of the laboratory and into the
everyday world. Drawing on recent developments across the social
and human sciences, it examines how people live as active subjects
within the contexts of their everyday lives, using this as an
analytical basis for understanding the dilemmas and contradictions
people face in contemporary society. Early chapters gather the
latest empirical research to explore the significance of context as
a cross-disciplinary critical tool; they include a study of
homeless Maori men reaffirming their cultural identity via
gardening, and a look at how the dilemmas faced by children in
difficult situations can provide insights into social conflict at
school. Later chapters examine the interplay between everyday life
around the world and contemporary global phenomena such as the rise
of the debt economy, the hegemony of the labor market, and the
increased reliance on digital technology in educational settings.
The book concludes with a consideration of how social psychology
can deepen our understanding of how we conduct our lives, and offer
possibilities for collective work on the resolution of social
conflict.
Based on a collection of chapters of leading scholars in the field,
the purpose of this book is to intervene in current debates on the
scientific foundation of psychological theory, methodology and
research practice, and to offer an in-depth, situated and
contextual understanding of psychological generalization. This book
aims to contribute to a theoretical and methodological vocabulary
which includes the subjective dimension of human life in
psychological inquiry, and roots processes of generalization in
persons' common, social, cultural and material practices of
everyday living. The volume is directed to students, professors,
and researchers in psychology as well as to scholars in other
branches of the humanities and social science where psychology and
especially subjectivity, everyday practice and the development of
psychological knowledge is an issue. The volume will be of
particular interest to scholars in the field of cultural
psychology, critical psychology, psychology of everyday life as
well as psychological methodology and qualitative studies of
everyday life including the various critical undergraduate,
graduate, master, and PhD programs. The book will also be of
special interest for scholars working in social psychology, history
of psychology, general psychology, theoretical psychology,
environmental psychology and political psychology.
Traditional work on child development is often based on notions of
an individual and decontextualized child. This volume involves a
contribution to the rethinking of development: it presents a number
of situated studies where children's perspectives are documented
through their interaction with others in situated practices, in
family life and school and across social contexts. This volume
offers a toolkit for analyzing children's perspectives and
participation over time. In prior work, the interview has often
been seen as the cardinal method - or the only method - for
studying children's perspectives. This anthology includes vignettes
and case studies, with descriptions of children's actions in
situated activity settings as well as illustrative transcripts from
video-recorded social interaction. It opens up toward a broader
view of `development' in that it documents how children's and
youths' perspectives and agency can be studied through their ways
of interacting (or not interacting) in everyday life. One aspect of
this is their verbal and nonverbal participation in family life and
the social landscape of schools. Another feature is that it
involves several chapters that problematize `impaired practices'
and dilemmas in the teaching of children with dysfunctions. The
book as a whole is rich in empirical ethnographic examples that
highlight life trajectories in and across social contexts.
Moreover, it features interview data and narratives that include
children's and youths' own reflections on their lives and
experiences of the social demands of family and school. This
includes their own thoughts on being or becoming members of local
communities.
Traditional work on child development is often based on notions of
an individual and decontextualized child. This volume involves a
contribution to the rethinking of development: it presents a number
of situated studies where children's perspectives are documented
through their interaction with others in situated practices, in
family life and school and across social contexts. This volume
offers a toolkit for analyzing children's perspectives and
participation over time. In prior work, the interview has often
been seen as the cardinal method - or the only method - for
studying children's perspectives. This anthology includes vignettes
and case studies, with descriptions of children's actions in
situated activity settings as well as illustrative transcripts from
video-recorded social interaction. It opens up toward a broader
view of `development' in that it documents how children's and
youths' perspectives and agency can be studied through their ways
of interacting (or not interacting) in everyday life. One aspect of
this is their verbal and nonverbal participation in family life and
the social landscape of schools. Another feature is that it
involves several chapters that problematize `impaired practices'
and dilemmas in the teaching of children with dysfunctions. The
book as a whole is rich in empirical ethnographic examples that
highlight life trajectories in and across social contexts.
Moreover, it features interview data and narratives that include
children's and youths' own reflections on their lives and
experiences of the social demands of family and school. This
includes their own thoughts on being or becoming members of local
communities.
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