The Challenges of the Schooling from Cultural Psychology of Education
- 119 Downloads
Education is in the core of societal change in all its different forms—from kindergartens to vocational schools and lifelong learning. Education—understood as goal-oriented personal movement—re-structures personal lives both inside school and outside the school. This special issue stems from the Cultural Psychology of Education (Marsico Culture & Psychology, 21(4), 445–454, 2015a, b, Journal for the Study of Education and Development, 40(4), 754–781, 2017)—a new approach to the field of education that examines how educational experience is culturally organized. This special issue is focused on the work of schooling as a crucial scientific arena to investigate. It is the follow up of an international workshop host by the Centre for Cultural Psychology (at Aalborg University, Demark) that was very thought provoking and from where several outcomes came out. Some of them are the papers here presented that tried to illuminate the different dimensions of the educational context in the East and West society with specific attention to the Chinese and Scandinavian educational practices. The dialogue between Chinese, European and North American scholars offered a complex view of the current educational challenges in the age of globalization. In this paper I try to focus on some of the most debated and challenging aspects in educational psychology worldwide: diversity, values and practical usability of psychology at school. I re-read these “hot topics” with the help of the themes developed by the authors of this special issue and in light of Cultural Psychology of Education. Then, I conclude by proposing a new agenda for the education of the future.
KeywordsEducational Psychology Cultural psychology Schooling Diversity Values
I want to express my gratitude to Jaan Valsiner, Xiao-Wen Li, He Min and Luca Tateo for the enthusiasm and the great work we have done in establishing the International Centre of Excellence on Innovative Learning, Teaching Environments and Practices (IBEF). We are being greatly supported by André Melzer and Isabel Albert (University of Luxembourg) and by Virgínia Dazzani (Federal University of Salvador da Bahia, Brazil). Science should not be confined in the national or disciplinary borders. IBEF is a promising example of this crossing border action in science we want to promote.
- Albert, I., & Ferring, D. (Eds.). (2013). Intergenerational relations: European perspectives on family and society. Bristol: The Policy Press.Google Scholar
- Birkeland, Å., & Ødemotland, S. (2018). Disorienting dilemmas - the significance of resistance and disturbance in an intercultural program within kindergarten teacher education. Integrative Psychological and Behavioral Science. https://doi.org/10.1007/s12124-018-9433-y.
- Boll, T. (2018). Psychologists and neoliberal school reforms: Multi-faceted problems calling for multi-faceted interventions. Integrative Psychology and Behavioural Science. https://doi.org/10.1007/s12124-018-9419-9.
- Boulanger, D. (2018). Continuity of learning in discontinuous Conditions: Children experience of transition in irreversible time. Integrative Psychology and Behavioural Science. https://doi.org/10.1007/s12124-018-9430-1.
- Branco, A. U., & Lopes-de-Oliveira, M. C. (Eds.). (2018). Human development within educational contexts - alterity, values and socialization, Cultural Psychology of Education, 6. Cham: Springer.Google Scholar
- Branco, A. U., & Valsiner, J. (2012). Values as culture in self and society. In A. U. Branco & J. Valsiner (Eds.), Cultural psychology of values (pp. vii–xviii). Charlotte: InfoAge Publishing.Google Scholar
- Bruner, J. S. (1960). The process of education. Cambridge: Harvard University Press.Google Scholar
- Bruner, J. S. (2007). Cultivating the possible, address at Oxford dedication, Jerome BrunerBuilding. http://www.education.ox.ac.uk/wordpress/wp-content/uploads/2011/03/Transcript-Cultivating-the-Possible.pdf
- Chemi, T. (2018). Critical places beyond the psychology of well-being and competitiveness. Integrative Psychological & Behavioral Science. https://doi.org/10.1007/s12124-018-9435-9.
- Chiu, M. M., Pong, S. L., Mori, I., & Chow, B. W. (2012). Immigrant students’ emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of Youth and Adolescence, 41, 1409–1425. https://doi.org/10.1007/s10964-012-9763-x.CrossRefPubMedPubMedCentralGoogle Scholar
- de Sousa Bastos, A. C., & Barros Filho, D. (2015). Learning at the family–school boundary: When new roles and identities are created. In G. Marsico, V. Dazzani, M. Ristum, & A. C. Bastos (Eds.), Educational contexts and borders through a cultural lens – Looking inside. Viewing outside. Cultural psychology of education, 1 (pp. 295–308). Cham: Springer.CrossRefGoogle Scholar
- Dorsch, H. (2018). The issue of schooling….or How to tame a horse. Integrative Psychological and Behavioural Sciences. https://doi.org/10.1007/s12124-018-9437-7.
- Fanøe E. S., Marsico, G. (2018). Identity and belonging in third culture kids: Alterity and values in focus. In A.U. Branco and M.C. Oliveira (Eds). Alterity, values and socialization. Human development within educational contexts, cultural psychology of education, 6 (pp. 87–102), Cham: Springer.Google Scholar
- Fleer, M., & van Oers, B. (Eds.). (2018). International handbook of early childhood education. Cham: Springer.Google Scholar
- Guimarães, D. S. (2017). Amerindian psychology: Cultural basis for general knowledge construction. In B. Wagoner, I. Bresco, & S. H. Awad (Eds.), The psychology of imagination: History, theory and new research horizons (pp. 221–238). Charlotte: Information Age Publishing.Google Scholar
- He, M. (2018). Creating play atmosphere and time for children in Chinese kindergarten: Difficulties and reflection. Integrative psychological and behavioural Sciences. https://doi.org/10.1007/s12124-018-9445-7.
- Jensen de López, K. (2018). Situating culturally embodied play ecologies of preschool Children: Lost in Transition. Integrative Psychological and Behavioural Sciences. https://doi.org/10.1007/s12124-018-9439-5.
- Li, X. W., & Xu, S. S. (2018). Developmental Psychology research based on educational practice in China. Integrative Psychological and Behavioural Sciences. https://doi.org/10.1007/s12124-018-9438-6.
- Marsico, G. (Ed.). (2015b). Jerome S. Bruner beyond 100. Cultivating possibilities, Cultural psychology of education, 2. Cham: Springer.Google Scholar
- Marsico, G. (2018b). Psyche as a cultural membrane. In G. Marsico & J. Valsiner (Eds.), Beyond the Mind: Cultural dynamics of the psyche (pp. 537–544). Charlotte: Information Age Publishing.Google Scholar
- Marsico, G., & Tateo, L. (2018). The emergence of self in the educational contexts, Cultural psychology of education, 8. Cham: Springer.Google Scholar
- Marsico, G., & Valsiner, J. (2018). Beyond the Mind: Cultural Dynamics of the Psyche. Charlotte: Information Age Publishing.Google Scholar
- Marsico, G., Dazzani, V., Ristum, M., & de Sousa Bastos, A. C. (Eds.). (2015). Educational contexts and Borders through a cultural Lens: Looking inside, viewing outside. Dordrecht: Springer.Google Scholar
- Maruyama, M. (1963). The second cybernetics: Deviation amplifying mutual causal processes. American Scientist, 51, 164–179.Google Scholar
- Matthiesen, N. (2018). Control and responsibility: Taking a closer look at the work of ensuringwell-being in Neoliberal Schools. Integrative Psychology and Behavioral Science. https://doi.org/10.1007/s12124-018-9418-x.
- Meijers, F., & Hermans, H. (2017). The dialogical self theory in education: A multicultural perspective, Cultural psychology of education, 5. Cham: Springer.Google Scholar
- Suárez-Orozco, C., Suárez-Orozco, M. M., & Todorova, I. (2010). Learning a new land, immigrant students in American society. Cambridge, Massachusetts, and London, England: The Belknap Press of Harvard University Press.Google Scholar
- Szulevicz, T. (2018). Psychologists in (Neoliberal) schools – What kind of marriage? Integrative Psychology and Behavioral Science. https://doi.org/10.1007/s12124-018-9444-8.
- Tateo, L. (2015). Continuity and discontinuity of the educational context: Early leavers’ in-between life stories. In G. Marsico, V. Dazzani, M. Ristum, & A. C. de Souza Bastos (Eds.), Educational contexts and Borders through a cultural Lens (pp. 29–52). New York: Springer International Publishing. https://doi.org/10.1007/978-3-319-18765-5_3.CrossRefGoogle Scholar
- Tateo, L. (2018). Education as a dilemmatic field. Integrative Psychological & Behavioral Science. https://doi.org/10.1007/s12124-018-9429-7.
- Valsiner, J. (2015). The purpose of purpose. In G. Marsico (Ed.), Jerome S. Bruner beyond 100. Cultivating possibilities. Cultural Psychology of Education, 2 (pp. 3–17). Cham: Springer.Google Scholar
- Valsiner, J, Lutsenko, A, Antoniouk A., (Eds.). (2018). Sustainable cation: Cultivating knowledge makers. Cultural psychology of education, 7, Cham: Springer.Google Scholar
- Valsiner, J., Marsico, G., Chaudhary, N., Sato, T., & Dazzani, V. (Eds.). (2016). Psychology as a science of human being: the Yokohama manifesto. Vol 13 in Annals of Theoretical Psychology. New York: Springer.Google Scholar
- Vygotsky, L.S. (1933/1984). Krizis semi let. In: L.S. Vygotsky (ed), Sobranie sochinenii. Vol. 4. Detskaia psikhologia (pp. 376–385). Moscow: Pedagogika.Google Scholar