Educational Contexts and Borders through a Cultural Lens: Looking Inside, Viewing Outside (Cultural Psychology of Education Book 1)

"This book provides a "context" of discussion for researchers and educational experts in order to rethink the relationship between actors, practices and borders within the educational contexts. The research in educational psychology has often challenged the concept of "educational context". According to the different theoretical frameworks, the construct of contexts, their borders, and the dimensions to be taken into account have all been defined in different ways. The book offers a reflection that goes from theory to practice and backward from practice to theory. The main research questions the book addresses are how actors, i.e. teachers, parents and students, educators, and professionals, with their own identity and social representations, build their educational practices, or, their shared cultural spaces where knowledge is generated, defining the borders of the educational contexts. The book proposes that a border is a type of membrane within and outside the educational setting bringing together different actors, groups and cultures. The book presents the perspectives of scholars and educational experts from various parts of the world, including Brazil, Argentina, Italy, Japan, and the United Kingdom. They shed light on what happens at the border in different cultural contexts, and what the relationship is between the educational setting and the other life contexts or micro-cultures." -- Back cover Front Matter....Pages i-xxi Introduction....Pages 1-7 Front Matter....Pages 9-9 Boundaries Within and Between Contexts....Pages 11-27 Continuity and Discontinuity of the Educational Context: Early Leavers’ in-Between Life Stories....Pages 29-52 Beyond the Micro–Macro Opposition: The Multidimensionality of Educational Processes....Pages 53-63 Dialogues Between Psychology and Education: Mediation of Competence Using a Historic and Cultural Perspective of Human Development....Pages 65-77 The Dynamics of Self–Other Relationships in Educational Contexts: The Emergence of Values Through the Dialogic Construction of Alterity....Pages 79-93 Front Matter....Pages 95-95 Conceptions of Education and Its Influence on the Brazilian Educational System: Some Examples Derived from the Socio-Cultural History....Pages 97-111 Evidence of Medicalization in Medical Discourse From the Inaugural Theses About School Hygiene in Brazil During the First Republic....Pages 113-122 School and Child Development: The Real and the Ideal of Brazilian Educational Context....Pages 123-130 “Becoming Professionals”: Exploring Young People’s Construction of Alternative Futures....Pages 131-155 Editorial Intermezzo....Pages 157-160 Front Matter....Pages 161-161 The Development of Logical Tools Through Socially Constructed and Culturally Based Activities....Pages 163-176 Meanings of Violence: The Classroom as a Meeting Point for Discourse and Practices....Pages 177-193 The Formation of the Subject in the Family-School Boundary During Adolescence....Pages 195-210 Everyday Child Care in Daycare Centers: An Ethnographic Study....Pages 211-223 Culture and Affect in the Practice of English Teaching as a Second Language....Pages 225-237 Front Matter....Pages 239-239 Boundaries Between Art and Education: The Case of the Laje Collection....Pages 241-253 The Potential of the Globalization of Education in Japan: The Japanese Style of School Sports Activities (Bukatsu)....Pages 255-266 Parental Proxy Talk in Japanese Parents How Does a Parent Express Oneself Through a Baby’s Voice?....Pages 267-282 The Handcrafting Activity of Goldsmiths and Conceptual Thinking....Pages 283-293 Front Matter....Pages 239-239 Learning at the Family–School Boundary: When New Roles and Identities Are Created....Pages 295-308 Front Matter....Pages 309-309 Parental Involvement: Possibilities and Tensions....Pages 311-322 Negotiation in the School Context: The Meanings Ascribed by Teachers....Pages 323-334 School as Work or Work as School: Meanings in-Between for Children from Different Cultural Contexts....Pages 335-344 School Between Work and Family: A Study with Young People in the PROJOVEM Program....Pages 345-355 Front Matter....Pages 357-357 Borders in Education: Examining Contexts....Pages 359-366 This book provides a ĺlcontextĺl of discussion for researchers and educational experts in order to rethink the relationship between actors, practices and borders within the educational contexts. The research in educational psychology has often challenged the concept of ĺleducational contextĺl. According to the different theoretical frameworks, the construct of contexts, their borders, and the dimensions to be taken into account have all been defined in different ways. The book offers a reflection that goes from theory to practice and backward from practice to theory. The main research questions the book addresses are how actors, i.e. teachers, parents and students, educators, and professionals, with their own identity and social representations, build their educational practices, or, their shared cultural spaces where knowledge is generated, defining the borders of the educational contexts. The book proposes that a border is a type of membrane within and outside the educational setting bringing together different actors, groups and cultures. The book presents the perspectives of scholars and educational experts from various parts of the world, including Brazil, Argentina, Italy, Japan, and the United Kingdom. They shed light on what happens at the border in different cultural contexts, and what the relationship is between the educational setting and the other life contexts or micro-cultures. ℗l