The production of school violence from a cultural psychology perspective / La producción de violencia escolar desde una perspectiva de la psicología cultural

2019 ◽  
Vol 40 (1) ◽  
pp. 107-133
Author(s):  
Theresa Borges ◽  
Angela Branco
Keyword(s):  
School Violence ◽  
Cultural Psychology ◽  
Psychology Perspective ◽  
Violencia Escolar

Mother or Wife?

2012 ◽  
Vol 43 (4) ◽  
pp. 232-242 ◽  
Author(s):  
Phia S. Salter ◽  
Glenn Adams
Keyword(s):  
United States ◽  
Resource Allocation ◽  
Cultural Psychology ◽  
The United States ◽  
Personal Relationship ◽  
Three Dimensions ◽  
Church Membership ◽  
Cultural Dynamics ◽  
Psychology Perspective ◽  
Cultural Ecological

Inspired by “Mother or Wife” African dilemma tales, the present research utilizes a cultural psychology perspective to explore the dynamic, mutual constitution of personal relationship tendencies and cultural-ecological affordances for neoliberal subjectivity and abstracted independence. We administered a resource allocation task in Ghana and the United States to assess the prioritization of conjugal/nuclear relationships over consanguine/kin relationships along three dimensions of sociocultural variation: nation (American and Ghanaian), residence (urban and rural), and church membership (Pentecostal Charismatic and Traditional Western Mission). Results show that tendencies to prioritize nuclear over kin relationships – especially spouses over parents – were greater among participants in the first compared to the second of each pair. Discussion considers issues for a cultural psychology of cultural dynamics.

scholarly journals Conductas de indisciplina, acoso y violencia en 1º y 2º de E.S.O.

2014 ◽  
Vol 18 (2) ◽  
pp. 189
Author(s):  
Manuel A Sanabria Carretero ◽  
Carlos Villanueva Gradín ◽  
Mª Purificación García Álvarez
Keyword(s):  
School Violence ◽  
School Children ◽  
Antisocial Conduct ◽  
Violencia Escolar

RESUMENPara conocer las conductas de indisciplina y violencia escolar hemos seleccionado una muestra de 2.054 alumnos de 1º-2º ESO. Insultar es la conducta inadecuada más frecuente (94%), seguida de alterar e interrumpir en clase (90%), burlarse o molestar a compañeros (88%) y las peleas e intimidaciones con 78% y 68% respectivamente. La conducta de mayor gravedad es andar con drogas en el centro, seguida de faltar al respeto al profesor, peleas entre alumnos y fumar. Además, las conductas inadecuadas se muestran sensibles a los cambios madurativos del alumnado, disminuyendo significativamente con la edad.ABSTRACTIn orden to identify acts of indiscipline and school violence we have selected a sample of 2.054 1st-2nd ESO school children. In the ranking we can find Insults (94%) followed by Interrupting the class (90%), Making fun of classmates (88%) and Fights or Intimidation with 78% and 68% respectively. The most serious school infractions are considered to be Possession of narcotics within school followed by Disrespect for the teacher, Fights between pupils and Smoking. It has been observed that antisocial conduct is subject to maturing changes among pupils, diminishing significantly with the age.

The Relational Essence of Cultural Psychology

2017 ◽  
Author(s):  
Glenn Adams ◽  
Sara Estrada-Villalta ◽  
Tuğçe Kurtiş
Keyword(s):  
Cultural Psychology ◽  
Human Being ◽  
Normalization Strategy ◽  
Psychology Perspective ◽  
Racial Domination

A cultural psychology perspective proposes an anti-essentialist view of mind and culture that takes the relationality between them as the “essence” of human being. Concerning mind, species-typical tendencies do not emerge “just naturally”, but instead require engagement with cultural affordances. Concerning culture, human ecologies are not “just” natural; instead, we inhabit intentional worlds that carry traces of human imagination and influence. After introducing these ideas, the chapter applies decolonial strategies of cultural psychology to reconsider hegemonic perspectives on love and relationality. The denaturalization strategy considers how standard accounts of relationality have their foundation in independent selfways that reflect and reproduce racial domination. The normalization strategy challenges prevailing accounts that portray other forms of relationality as pathological deviations from the hegemonic standard. In many cases, these forms are expressions of interdependent selfways, attuned to the relational essence of being, that are worthy of broader emulation.

scholarly journals "Ella lo provocó": el enfoque de género en la comprensión de la violencia escolar

2019 ◽  
Vol 37 (2) ◽  
pp. 363-378 ◽  
Author(s):  
Berenice Pacheco-Salazar ◽  
Julián López-Yáñez
Keyword(s):  
School Violence ◽  
Gender Stereotypes ◽  
Physical Violence ◽  
Participant Observation ◽  
Female Students ◽  
Gender Violence ◽  
Creative Play ◽  
Desarrollo Profesional ◽  
Gender Based ◽  
Violencia Escolar

El objetivo de este trabajo es analizar la presencia de los estereotipos de género en las dinámicas de violencia escolar. Se realizó un estudio descriptivo con diseño cualitativo en dos centros educativos en República Dominicana, a partir de una muestra de 604 estudiantes entre 9 y 16 años. Las técnicas de levantamiento de información fueron talleres lúdicos-creativos, grupos focales y observación no participante. Los resultados evidencian que el arraigo a los roles estereotipados de género se constituye en un perpetuador de la violencia escolar. Esto se expresa en la violencia verbal y física y, de manera aún más dramática, en la violencia sexual, de la cual las alumnas siempre son las principales víctimas. Además, la socialización diferenciada produce que manifestaciones de violencia de género en la escuela sean invisibilizadas. Los hallazgos plantean la necesidad de formar a estudiantes en igualdad de género y educación afectivo-sexual, e integrar el enfoque de género y la coeducación en el desarrollo profesional docente a fin de que los centros educativos puedan desarrollar un abordaje preventivo y no reduccionista de la violencia escolar. The aim of this research is to analyze the presence of gender stereotypes in the dynamics of school violence. A descriptive study with qualitative design was carried out in two schools in the Dominican Republic, from a sample of 604 students between the ages 9 to 16 years old. The information-gathering techniques included creative play workshops, focus groups, and non-participant observation. The results demonstrate that the deeply-rooted gender stereotypes constitute a perpetuating support of school violence. This is expressed in verbal and physical violence and, even more severely, in sexual violence, of which female students are always the main victims. Furthermore, differentiated socialization renders manifestations of gender violence in school invisible. These findings raise the need to train students in gender equality and affective-sexual education, and to integrate a gender-based approach in the professional development of teachers in order to achieve a preventive approach to school violence.

The role of “responsiveness” within the self in transitions to university

2017 ◽  
Vol 24 (1) ◽  
pp. 49-59 ◽  
Author(s):  
Ramon Gomes ◽  
Virgínia Dazzani ◽  
Giuseppina Marsico
Keyword(s):  
Academic Achievement ◽  
Cultural Psychology ◽  
Psychosocial Problems ◽  
Self Esteem ◽  
The Self ◽  
Educational Context ◽  
Cultural Elements ◽  
Psychology Perspective ◽  
Stress Responding

Entering university is a complex psychosocial phenomenon that can create several new stressful situations that students need to face. The transition into university may be accompanied by some psychosocial problems such as reduced self-esteem and academic achievement, increased social anxiety, and a critical rise in the probability of dropout. How does a person use cultural elements to cope with stress? Responding to this question requires an understanding of the multivocal and ambivalent self. The paper aims at introducing and discussing the concept of Educational Self and the role of the responsiveness for explaining the complexity of the transition to a new educational context in Cultural Psychology perspective. The notion of responsiveness plays a crucial role in the “reconfiguration” of the multivocal and ambivalent self in transition.

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