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This book brings in the focus on the borders between different
contexts that need to be crossed, in the process of education.
Despite the considerable efforts of various groups of researchers
all over the world, it does not seem that traditional educational
psychology has succeeded in illuminating the complex issues
involved in the school-family relationship. From a methodological
perspective, there is no satisfactory explanation of the connection
between representations and actual practice in educational
contexts. Crossing Boundaries is an invitation to cultural
psychology of educational processes to overcome the limits of
existing educational psychology. Emphasising social locomotion and
the dynamic processes, the book tries to capture the ambiguous
richness of the transit from one context to another, of the
symbolic perspective that accompanies the dialogue between family
and school, of practices regulating the interstitial space between
these different social systems. How do family and school fill,
occupy, circulate, avoid or strategically use this space in
between? What discourses and practices saturate this Border Zone
and/or cross from one side to the other? Crossing Boundaries
gathers contributions with the clear aim of documenting and
analysing what happens at points of contact between family culture
and scholastic/educational culture from the perspective of everyday
life. This book is in itself an attempt to cross the border between
the ""theorising on the borders"" (and how "the outside world" and
"the others" are perceived from a certain point of view) and "the
practices"" that characterises the school-home interaction.
This Open Access Brief analyzes the dynamics in which children's
selves emerge through their everyday activities of meaning
construction, both in their relationships with family and within
school education. It begins with a discussion of new psychological
inquiries into children's selves and builds upon the innovative
theoretical notion of the Presentational Self, developed by the
author over the last decade. The book illustrates how the
observation of children's meaning construction in their everyday
lives becomes a starting point for theoretical and empirical
inquiries into child development and gives a framework that
promotes new inquiries in this area. The book describes the
Presentational Self Theory as a sense of how the notion of the Self
is being worked upon in everyday life encounters. Chapters feature
in-depth analyses of exchanges between adults and children in the
Japanese cultural context. Meaning-Making for Living will be of
interest to researchers and graduate students in the fields of
cognitive, social, developmental, educational, and cultural
psychology.
This book brings in the focus on the borders between different
contexts that need to be crossed, in the process of education.
Despite the considerable efforts of various groups of researchers
all over the world, it does not seem that traditional educational
psychology has succeeded in illuminating the complex issues
involved in the school-family relationship. From a methodological
perspective, there is no satisfactory explanation of the connection
between representations and actual practice in educational
contexts. Crossing Boundaries is an invitation to cultural
psychology of educational processes to overcome the limits of
existing educational psychology. Emphasising social locomotion and
the dynamic processes, the book tries to capture the ambiguous
richness of the transit from one context to another, of the
symbolic perspective that accompanies the dialogue between family
and school, of practices regulating the interstitial space between
these different social systems. How do family and school fill,
occupy, circulate, avoid or strategically use this space in
between? What discourses and practices saturate this Border Zone
and/or cross from one side to the other? Crossing Boundaries
gathers contributions with the clear aim of documenting and
analysing what happens at points of contact between family culture
and scholastic/educational culture from the perspective of everyday
life. This book is in itself an attempt to cross the border between
the ""theorising on the borders"" (and how "the outside world" and
"the others" are perceived from a certain point of view) and "the
practices"" that characterises the school-home interaction.
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