Cultural contexts of schooling revisited: A review of "The Learning Gap" from a cultural psychology perspective.

2004 ◽  
pp. 79-104 ◽  
Author(s):  
Giyoo Hatano ◽  
Kayoko Inagaki
Keyword(s):  
Cultural Psychology ◽  
Cultural Contexts ◽  
Learning Gap ◽  
Psychology Perspective

Mother or Wife?

2012 ◽  
Vol 43 (4) ◽  
pp. 232-242 ◽  
Author(s):  
Phia S. Salter ◽  
Glenn Adams
Keyword(s):  
United States ◽  
Resource Allocation ◽  
Cultural Psychology ◽  
The United States ◽  
Personal Relationship ◽  
Three Dimensions ◽  
Church Membership ◽  
Cultural Dynamics ◽  
Psychology Perspective ◽  
Cultural Ecological

Inspired by “Mother or Wife” African dilemma tales, the present research utilizes a cultural psychology perspective to explore the dynamic, mutual constitution of personal relationship tendencies and cultural-ecological affordances for neoliberal subjectivity and abstracted independence. We administered a resource allocation task in Ghana and the United States to assess the prioritization of conjugal/nuclear relationships over consanguine/kin relationships along three dimensions of sociocultural variation: nation (American and Ghanaian), residence (urban and rural), and church membership (Pentecostal Charismatic and Traditional Western Mission). Results show that tendencies to prioritize nuclear over kin relationships – especially spouses over parents – were greater among participants in the first compared to the second of each pair. Discussion considers issues for a cultural psychology of cultural dynamics.

The Relational Essence of Cultural Psychology

2017 ◽  
Author(s):  
Glenn Adams ◽  
Sara Estrada-Villalta ◽  
Tuğçe Kurtiş
Keyword(s):  
Cultural Psychology ◽  
Human Being ◽  
Normalization Strategy ◽  
Psychology Perspective ◽  
Racial Domination

A cultural psychology perspective proposes an anti-essentialist view of mind and culture that takes the relationality between them as the “essence” of human being. Concerning mind, species-typical tendencies do not emerge “just naturally”, but instead require engagement with cultural affordances. Concerning culture, human ecologies are not “just” natural; instead, we inhabit intentional worlds that carry traces of human imagination and influence. After introducing these ideas, the chapter applies decolonial strategies of cultural psychology to reconsider hegemonic perspectives on love and relationality. The denaturalization strategy considers how standard accounts of relationality have their foundation in independent selfways that reflect and reproduce racial domination. The normalization strategy challenges prevailing accounts that portray other forms of relationality as pathological deviations from the hegemonic standard. In many cases, these forms are expressions of interdependent selfways, attuned to the relational essence of being, that are worthy of broader emulation.

Expanding dialogical analysis across (sub-)cultural backgrounds

2018 ◽  
Vol 24 (4) ◽  
pp. 403-417 ◽  
Author(s):  
Mogens Jensen ◽  
Danilo S Guimarães
Keyword(s):  
Cultural Psychology ◽  
Social Representation ◽  
The Other ◽  
Mutual Understanding ◽  
Cultural Backgrounds ◽  
Psychological Practice ◽  
Cultural Contexts ◽  
Communication Processes ◽  
The Social ◽  
Theoretical View

This paper aims to develop a diagram as a tool for analysing empirical data concerning the issue of difference of subcultural backgrounds and worldviews in the dialogue and its implications to the psychological practice in social work. From a theoretical view on dialogical and cultural psychology, we will trace the roots of selected contemporary dialogical and social representation theories and elaborate on it how distinct subcultures of interlocutors can produce misunderstandings when the professional interprets the utterance of the other. Focusing the social pedagogic practice, we will approach dialogues between people that belong to different cultural contexts as instances of the challenges in the communication, i.e. pedagogues and adolescents, doctors and patients, people belonging to different societies, etc. We argue that the theoretical approach presented and discussed here is part of a general understanding of communication processes, showing that despite mutual understanding will never be fully achieved in a dialogical situation, the possibility of sharing meanings and senses depends on the effort to take into consideration the worldview of the other in the background of what is presently uttered.

Towards a Progressive Asian Linguistic and Cultural Psychology

2019 ◽  
Author(s):  
Michael Hadzantonis ◽  
Keyword(s):  
Cultural Psychology ◽  
Cultural Anthropology ◽  
Industrial Sector ◽  
Symbolic Analysis ◽  
Intellectual Work ◽  
The West ◽  
Cultural Contexts ◽  
Language And Culture ◽  
Comparative Ethnography ◽  
New Framework

Traditional Linguistic and Cultural Anthropology has been predicated on traditional systems of thought, such as colonialism and that the west has been a purveyor of intellectual work and its traditions. Consequently, the shaping of Asian and non-Asian academic and industrial sector have emerged to separate these two regions, though dynamically. This paper seeks to provide a new framework for Anthropologically describing Asian Linguistic and Cultural contexts, which show great contradiction. The paper builds on colonialism and post colonialism, and then draws on a comparative ethnography of Asian and non-Asian regions, to present that the symbolic typologies of each of these regions show contradiction. The paper then presents that these contradictions speak against both traditional notions of Asia and nonAsia, and that traditional Linguistic and Cultural Anthropology can become modal, and can be realigned to incorporate complex perspectives in the symbolic analysis of language and culture.

The role of “responsiveness” within the self in transitions to university

2017 ◽  
Vol 24 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Ramon Gomes ◽  
Virgínia Dazzani ◽  
Giuseppina Marsico
Keyword(s):  
Academic Achievement ◽  
Cultural Psychology ◽  
Psychosocial Problems ◽  
Self Esteem ◽  
The Self ◽  
Educational Context ◽  
Cultural Elements ◽  
Psychology Perspective ◽  
Stress Responding

Entering university is a complex psychosocial phenomenon that can create several new stressful situations that students need to face. The transition into university may be accompanied by some psychosocial problems such as reduced self-esteem and academic achievement, increased social anxiety, and a critical rise in the probability of dropout. How does a person use cultural elements to cope with stress? Responding to this question requires an understanding of the multivocal and ambivalent self. The paper aims at introducing and discussing the concept of Educational Self and the role of the responsiveness for explaining the complexity of the transition to a new educational context in Cultural Psychology perspective. The notion of responsiveness plays a crucial role in the “reconfiguration” of the multivocal and ambivalent self in transition.

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