Full Description
This book brings to cultural psychology the focus on phenomenology of everyday life. Whether it is in the context of education, work, or exploration of life environments, the chapters in this book converge on the need to give attention to complex realities of everyday living. Thus, a description of pre-school organization in Japan would be in its form very different from school organization in Britain or Colombia—yet the realities of human beings acting in social roles are continuous around the world.
Contents
Preface of the Series Editor: Cultural Phenomenology and Social Relevance, Jaan Valsiner.
Editors' Introduction, Lilian Patricia Rodríguez Burgos, María Claudia Peralta-Gómez and Yasuhiro Omi.
Part I. Understanding Relationships in Educational Institutions.
Chapter 1. Living and Working Within the Institution of Schooling: Authority as Pedagogy of the Everyday, David Eddy Spicer and Harry Daniels.
Chapter 2. Thorns on My Tongue, Malcolm Reed.
Chapter 3. Transformation of Group Norms and Addressivity of Good Intention: A Field Study at a Japanese After-School Day-Care Facility, Yasuhiro Omi.
Commentary: Social Reproduction and Its Transformations: Relationships in Educational Institutions, Marcos Lanner de Moura and Danilo Silva Guimarães.
Part II. Resources and the Bottom Line.
Chapter 4. Being a Handicapped Woman: Coordinating Social Roles in Everyday Living, Leonor Córdoba and Patricia Vaca.
Chapter 5. Between Formality and Informality: Subjectivity in Work, María Claudia Peralta-Gómez.
Chapter 6. Men Without Work: The Impact of Change in Social Roles Upon Marital Relations, Ernesto Martín Padilla, Stella de Uribe, and Martha Gaitán de Zarate.
Commentary: Work as a Promoter Sign, Ana Clara de Sousa Bittencourt Bastos.
Experiences and Interpretations of Work in Public and Private Life, Jeanette A. Lawrence and Agnes Dodds.
Part III. Power and Ethics.
Chapter 7. Early Childhood Aggression: Changing Paradigms, Martha Rocío González Bernal and Elena Mara Minski.
Chapter 8. Understanding Cognitive Planning From an Idiographic Perspective: A Case Study, Lilian Patricia Rodríguez Burgos, Richard Rosero, Jennifer Rodriguez and Ana Maria Mojica Arango.
Chapter 9. Cognitive Planning and Everyday Practices: A Case Study, Lilian Patricia Rodríguez Burgos, Juan Giraldo, Diana Obando, Diego Romero, Ana Mojica, and Jennifer Rodríguez.
Commentary: From the Viewpoint of Studying Human Development in a Family Context, Reika Shoji.
Studying Cognitive Planning Contextualized, Roncancio Roncancio Mónica.
Part IV. Contextual Realities: Moving Beyond the School.
Chapter 10. Bullying Beyond the School: Interactions, Beliefs, and Practices, Patricia Vaca and María Clara Rodríguez.
Commentary: Touching Realities: Meaning-Making on the Center Stage, Yuko Yasuda and Tatsuya Sato.
Chapter 11. The Use of the Internet and Social Well-Being in Adolescents, Ivonne Andrea Flórez, Olga Lucia Yepes, and Ernesto Martín Padilla.
Commentary: Adolescents and the Internet as a Hypercontext: Modeling Spaces of Life, Jytte Bang.
Chapter 12. Touching the Ground: How Symbolic Encoding Matters, Zachary Beckstead.
Commentary: Microgenesis of Meaning-Making Processes: Between Cognition and Ecology, Jytte Bang.
General Conclusions.
New Directions in the Study of Culture in Social Roles: Adulthood in Focus, Yasuhiro Omi, Lilian Patricia Rodríguez Burgos, and María Claudia Peralta-Gómez.
About the Authors.
