Children, development and education : cultural, historical, anthropological perspectives
Author(s)
Bibliographic Information
Children, development and education : cultural, historical, anthropological perspectives
(International perspectives on early childhood education and development / series editors, Marilyn Fleer, Ingrid Pramling-Samuelsson, v. 3)
Springer, c2011
- : hardcover
Available at 9 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and indexes
Description and Table of Contents
Description
Historical anthropology is a revision of the German philosophical anthropology under the influences of the French historical school of Annales and the Anglo-Saxon cultural anthropology. Cultural-historical psychology is a school of thought which emerged in the context of the Soviet revolution and deeply affected the disciplines of psychology and education in the 20th century. This book draws on these two schools to advance current scholarship in child and youth development and education. It also enters in dialogue with other relational approaches and suggests alternatives to mainstream western developmental theories and educational practices.
This book emphasizes communication and semiotic processes as well as the use of artifacts, pictures and technologies in education and childhood development, placing a special focus on active subjectivity, historicity and performativity. Within this theoretical framework, contributors from Europe and the U.S. highlight the dynamic and creative aspects of school, family and community practices and the dramatic aspects of child development in our changing educational institutions. They also use a series of original empirical studies to introduce different research methodologies and complement theoretical analyses in an attempt to find innovative ways to translate cultural-historical and historical anthropological theory and research into a thorough understanding of emerging phenomena in school and after-school education of ethnic minorities, gender-sensitive education, and educational and family policy. Divided into two main parts, "Culture, History and Child Development", and "Gender, Performativity and Educational Practice", this book is useful for anyone in the fields of cultural-historical research, educational science, educational and developmental psychology, psychological anthropology, and childhood and youth studies.
Table of Contents
1. M. Kontopodis: Introduction.- Part I: Culture, History and Child Development.- 2. A. Stetsenko: Darwin and Vygotsky on Development - An exegesis on human nature.- 3. F. Seeger & M. Hildebrand-Nilshon: Two Lines of Development: Reconsidering and Updating Vygotsky's Argument.- 4. Ch. Moro: Material Culture and Semiotic Development in Early Childhood.- 5. Ch. Wulf: Mimesis in Early Childhood - Enculturation, Practical Knowledge and Performativity .- 6. B. Althans: Speculative Fantasies - Infancy in the Educational Discourse of Early Modern Germany.- Part II: Gender, Performativity and Educational Practice.- 7. M. Hedegaard: A Cultural-Historical Approach to Children's Development of Multiple Cultural Identities.- 8. G. Ivinson: School Curriculum as Developmental Resource - Gender and Knowledge.- 9. K. Audehm: Under the Sign of the Coffee Pot: Mealtime Rituals as Performative Practices.- 10. S. Klasen: Touching Each Other - Video-analysis of Mother-Infant Interaction after the Birth.- 11. E. Sorensen: Configuration of Ontologies - an Inquiry into Learning Designs.- 12. M. Kontopodis: Enacting Human Developments - From Representation to Virtuality.- 13. A. Chronaki: "Troubling" Essentialist Identities - Performative Mathematics and the Politics of possibility. Instead of an Epilogue.- 14. S. Chaiklin: The Role of 'Practice' in Cultural-Historical Science.- Biographical Notes.- Index.
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