Facing Poverty and Marginalisation: Fifty Years of Critical Research in Brazil (co-ed Kontopodis, Magalhaes & Coracini) will be launched next Tuesday 23 May 2017, 4.15-5.00, at the Centre for Critical Psychology and Education, 388 Glossop Road Room, Room 3.02, University of Sheffield.
This book launch is organised as part of the School of Education Research Day
– there will be a reception with drinks and there is no need to reserve a place.
A 30% discount flyer is attached
HERE (which you may use even if you don’t manage to attend the event).
Detailed information on the book is provided here: https://www.peterlang.com/view/product/11424
We are happy to announce that Outlines Vol. 18, No. 1 is now online
Outlines is an e-journal publication providing a forum for theoretically and empirically informed debates about the relationships between individual subjects, social structures, and historically developed cultural forms of practice.
This issue features the following articles:
Jeppe Oute & Lotte Huniche: Who gets involved with what? A discourse analysis of gender and caregiving in everyday family life with depression
Sverre Raffnsøe: What is Critique? Critical Turns in the Age of Criticism
Kari Bergset: School Involvement: Refugee Parents’ Narrated Contribution to their Children’s Education while Resettled in Norway
Anne Line Wittek, Tone Dyrdal Solbrekke, Kristin Helstad: “You Learn How to Write from Doing the Writing, But You Also Learn the Subject and the Ways of Reasoning”
Is eating healthy that black & white as nutrition and policy guidelines usually claim it to be? Michalis Kontopodis’s presentation “How and why should children eat healthy? Ethnographic snapshots into diverse children’s everyday eating practices” draws on materials from his long-term ethnographic and participatory research on everyday eating practices in a variety of settings in Europe and Latin America, such as wealthy preschools, alternative urban allotment gardens, grassroots countryside movements and indigenous communities. By paying close attention to the differences in how and why children eat fruit and vegetables in these settings, Dr Kontopodis will explore how distinct knowledge practices bring together “adults”, “children” and “things” in a variety of material-semiotic entanglements over multiple temporal layers. While biomedical and psycho-pedagogical concerns intermingle with ecological as well as broader societal issues, understandings of the “individual” and the “population” may shift not only from one setting to another but even within the same setting. Such entanglements may entail “healthy” or “diverse” children’s bodies, “individual” habits or preferences, “fresh” fruit, “fancy” cups, “expensive” freezers or “free-range chickens” as well as “public health” guidelines and “agro-ecological” values. How is “childhood” re-configured in this frame? This presentation is part of the special event: “Socio-Material & Posthuman Configurations in Child & Youth Studies: Moving In-Between the Personal & the Collective” (coordinated by M. Kontopodis) taking place at the British Sociological Association Annual Conference, Manchester: 4-6 April 2017. Conference programme: HERE.
Further details & readings: https://mkontopodis.wordpress.com/biopedagogies/
Most theories of psychological development refer to a crisis that takes place in adolescence due to physical, cognitive and psychosocial changes. Little research has however explored how young people experience this psychological crisis in the context of today’s broader financial, geopolitical and ecological crises. While a crisis indicates a period of intense difficulty, it can also be understood as the turning point when a difficult or important decision must be made – which involves the possibility for the emergence of radical novelty. My lecture at the EdD Residential Weekend at the University of Sheffield (17-18 February, 2017) drew on post-vygotskian and post-structuralist grounds as to
Sheffield EdD Residential Weekend, 2017
explore the challenges and possibilities regarding youth development in this frame. I proposed a differentiation between two modes of human development: development of concrete skills (potential development) and development of new societal relations (virtual development, which is at the same time individual and collective). I also reflected on the significance of this differentiation by exploring research materials from my recent projects with disenfranchised youth in Greece, Germany, US and Brazil. Last but not least, I expanded on the notion of virtual development to consider recent technological developments that enable the multimodal communication and transnational collaboration among young people from diverse linguistic and geographical contexts. The powerpoint presentation is available HERE
Just published by Fernando Rezende da Cunha Júnior, Bert van Oers & Michalis Kontopodis: Our study explores the use of Facebook for educational purposes, as a collaborative online space for enabling communication among teachers from different schools. The article describes how a group of 43 teachers on Facebook, from various schools in the southeast region of Brazil used a group on Facebook as a collaborative space for communicating among each other. On the group, these teachers shared experiences about the use of digital technologies in their secondary education classes. This study is based on Cultural Historical Activity Theory, considering the group on Facebook as a tool for mediating communication. The objective of this study is to explore why and how teachers collaborated with each other on Facebook, and to study how communication among them evolved in the process. We examined the posts on that group from 2012 to 2014, and two questionnaires responded online by the teachers in June 2012 and in December 2013. Our findings suggest that teachers tend to critically collaborate in smaller groups and that further online communication evolved outside the group of teachers, with the creation of smaller groups on Facebook inside their schools. In: Cultural-Historical Psychology 2016. Vol. 12, no. 3, pp. 290-309. Open access HERE.
The next ISCAR conference takes place from the 28th of August to the 1st of September 2017 in Québec, Canada. Our pre-conference workshop on “Research with Transformative Agendas: Increasing Equality in Education and Beyond” offers opportunities to critically examine how theory and research can push the boundaries to centrally integrate transformative agendas premised on ideals of equality and social justice. Taking on and expanding upon Vygotsky’s passionate commitment to equality, the directions to be examined are focused on inserting activism into the key considerations about human development and education at the intersection of theory, methodology, research, and practice. This opens up the space for dialogue and collaboration among cultural-historical, sociocultural, and activity scholarship on the one hand, and critical approaches in ethnography, pedagogy, work studies, and Critical Race Theory, on the other. The notions of objectivity, validity, warrants for knowledge, and researchers’ standpoints, as these can be premised on non-neutral ideals of equality and justice, will be explored. The overarching goal is to discuss how to move forward in conducting research that takes on an active role in the world in turmoil and crisis where neutrality is not an option. For further details visit: http://iscar17.ulaval.ca/pages/anna-stetsenko-and-eduardo-vianna
Great thanks to Anna Stetsenko and Eduardo Vianna for setting this up!
How to conceptualise youth development in critical times? What is the role of memory and imagination in doing development? My presentation at the South & Central European ISCAR Conference: “Cultural-Historical, Activity and Sociocultural Research at Times of the Contemporary Crisis: Implications for Education and Human Development” which took place at the University of Crete, Rethymnon in Crete, Greece (June 16-19, 2016) addressed these issues – the powerpoint slides are available here & your feedback will be appreciated: Kontopodis_Crete2016B
Let me kindly invite the readers of this blog to my talk on June 08, 2016 17:00 – 18:30 in Seminar Room G, School of Education at the University of Oxford on “Experiencing developmental crises in critical times: from realising potential futures to actualising virtual possibilities?”.
Summary: Most theories of psychological development refer to a crisis taking place in adolescence due to physical, cognitive and psychosocial changes. Little research has however explored how young people experience this psychological crisis in the context of today’s broader financial, socio-political and ecological crises. While a crisis indicates a period of intense difficulty, it can also be understood as the turning point when a difficult or important decision must be made – which involves the possibility for the emergence of radical novelty. Drawing on post-Vygotskian and post-structuralist grounds I aspire to explore in my presentation the challenges and possibilities for youth development in this frame. I will propose a differentiation between two modes of human development: development of concrete skills (potential development) and development of new societal relations (virtual development, which is at the same time individual and collective). I will reflect on the significance of this differentiation by exploring research materials from my recent projects with disenfranchised youth in Greece, Germany, US and Brazil. Last but not least, I will expand on the notion of virtual development to consider recent technological developments that enable the multimodal communication and transnational collaboration among young people from diverse linguistic and geographical contexts.
See also here: http://www.education.ox.ac.uk/research/osat/events/