Abstract
The research in educational psychology has often challenged the concept of educational context. According to the different theoretical frameworks, the construct of context, its borders, and the aspects to be taken into account have been defined in different ways. The objective of this book is to provide a context of discussion in order to rethink the relationship between actors, practices, and borders within the educational settings in the various currently thriving perspectives of cultural psychology. The main idea is to focus on how teachers, parents, students, educators, and professionals, with their own identity and social representations, build their educational practices, share cultural spaces where knowledge is generated, and define the borders of the educational contexts. This book stems from the contemporary cultural psychology and represents an attempt to reflect upon the educational contexts as characterized by the inherent unity of both situatedness and generalizability in their relationship with other life spaces or microcultures.
To take a cultural view of education does not really require constant cultural comparison. Rather, it requires that one consider education and school learning in their situated cultural context.
(Jerome Bruner 1996, p. X)
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Acknowledgments
The preparation of this book was facilitated by the Brazilian Ministry of Education (CAPES/PVE) funding to the first author for a research visit to Salvador, Bahia.
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Marsico, G., Dazzani, V., Ristum, M., de Sousa Bastos, A.C. (2015). Borders in Education: Examining Contexts. In: Marsico, G., Dazzani, V., Ristum, M., de Souza Bastos, A. (eds) Educational Contexts and Borders through a Cultural Lens. Cultural Psychology of Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-18765-5_26
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