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Full Description
Subjectivity and Development in Rural Contexts presents a compilation of chapters that explore different phenomena of ruralness. Through a collection of theoretical and empirical works, the book attempts to show the role of the social-cultural environment in the subjective experience and processes of human development.
Psychology has historically been an urban science. However, rural psychology has experienced significant growth in recent decades. Rurality has historically been observed and analyzed through the "lenses" of the urban, sub-dimensioning its own characteristics and its psychological richness. Following a cultural approach, it can be understood that subjectivity is the result of the internalization of cultural artifacts and that it depends on the contextual frameworks in which its development takes place. Therefore, it is possible to think that ruralness has the potential to generate processes of subjectivation that are specific and typical of its social and cultural context. On the other hand, there is a need to explore development processes in rural contexts to counterbalance the urbanization of psychology taught in universities and research centers.
This book brings together works from philosophy, anthropology, cultural psychology, cognitive psychology, social psychology, developmental psychology, and education. Each chapter examines the processes of subjectivation and development in rural areas. Likewise, the role of the social and cultural context in cognitive, affective, and identity development is explored.
Subjectivity and Development in Rural Contexts is an invaluable resource for educators, psychologists, teachers, researchers, undergraduate and graduate students, and anyone who wants to know more about subjectivity and psychological development in ruralness.
Contents
Chapter 1. Sowing Ideas: Foundations of Subjectivity and Development in Rural Contexts; Pablo Fossa and Verónica Serruto
PART I. Subjectivity and Development in Rural Education
Chapter 2. From the countryside to the city: Subjectivities about educational transitions; Pablo Fossa, Verónica Serruto, and Cristóbal Rochet
Chapter 3. Life projects of young rural students in the northeast of Brazil; Cássio Clayton Martins Andrade and Jáder Ferreira Leite
Chapter 4. Family farm schools in Brazil: A dialogic education experience for rural youth; Catarina Prado Sakai and Giuseppina Marsico
Chapter 5. Recovery and Significance cultural practices as a scenario for the education of preschool children in rural areas; Hernán Sánchez Ríos, Mónica Reyes Rojas, Diana Bejarano, and Javier Noreña Salas
Chapter 6. Socioemotional Skills in Rural Contexts: Reflections and evidence from rural secondary schools in Peru; Alex Ríos
PART II. Subjectivity and Development in Ruralness
Chapter 7. "The viejos are stubborn". Reflections from an experience of design and implementation of learning dispositifs for goat production in times of change; Christian Sebastián, Iván Grudechut, Joaquín Zamorano, and Óscar Cayul
Chapter 8. Subjective senses of political participation among rural youth associated with the landless rural workers movement in Brazil; Rafael Silva dos Santos, Maria da Graça Silveira Gomes da Costa, and Jáder Ferreira Leite
Chapter 9. The Rural Area: A special plea for studying interconnected actions; Enno von Fircks
Chapter 10. Dialogical Self in the Research Process: Autoethnography on Rurality and the Subjective Sense of Furusato in Japan; Teppei Tsuchimoto and Aya Hayasaki
PART III. Final Remarks
Chapter 11. Subjectivity and Rural Development: Challenges and Opportunities; Pablo Fossa and Verónica Serruto
PART IV. Final Commentary
Final words: A critical look at the different approaches to addressing rural areas; Susana Frisancho
