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The primary question guiding this investigation is 'How are communicative social contexts created?' Human play, or 'fanciful recontextualization, ' is the research site for generating data to answer this question. Transforming the contents of the ongoing production of ordinary life in a playful manner creates new social relationships. Useful for upper-level students of psychology, anthropology, communication and theatre
This reader introduces a number of important viewpoints central to social constructionism and charts the development of social constructionist thought.
This latest book by one the world′s leading protagonists in the field will be welcomed not just by psychologists but by students, academics and professionals interested in social constructionism across a wide range of subjects. Social Construction in Context explores the potentials of social constructionist theory when placed in diverse intellectual and practical contexts. It demonstrates the achievements of social constructionism, and what it can now offer various fields of inquiry, both academic, professional and applied, given the proliferation of the theory across the social sciences and humanities. First order issues of concern within the academic world, objectivity, truth, power and ideology, are now being augmented by widespread developments in practice - therapeutic, pedagogical, organizational and political. This book looks closely at these developments and examines both the positive potentials and limitations of social constructionist theory when applied to a variety of domains. It has been written in an accessible and scholarly manner making it suitable for a wide-ranging readership.
Several recent analyses have focused on how social and cultural factors shape development, but less well understood are the individual constructive processes involved in this interplay. This volume showcases varied theoretical and empirical approaches to how individual, social and cultural factors shape development, and suggests new directions for future scholarship.
Neal Mohan is a highly successful Indian-American businessman and computer engineer who has developed some of the best-known digital media platforms in the world. Starting his career at Microsoft, Mohan rose through the ranks and eventually became the head of display advertising for Google, where he led the redesign of one of the company's flagship products, AdSense. After a brief stint at YouTube, he returned to Google to oversee all of the company's advertising products, as well as its core search and display businesses. In 2018, he became the Chief Product Officer of YouTube, where he has continued to drive innovation and growth. Mohan is widely regarded as one of the most influential figures in the digital advertising industry, and his contributions to the development of online marketing platforms have had a significant impact on the way we consume digital content. His expertise in engineering, product management, and marketing has enabled him to create products that are both incredibly effective and user-friendly. Throughout his career, he has demonstrated a strong commitment to using technology to improve people's lives and has been recognized for his contributions with several awards and accolades. In many ways, Mohan represents the future of digital media, and is poised to continue shaping the industry for years to come.
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy. In the book ‘Beyond Quality in ECE and Care’ authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children’s play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Canada
The book is dedicated to a compilation of diverse and creative landscapes which occur in games. Being part of a game setting, these landscapes trigger social construction processes in specific ways. A selection of twenty-four research articles addresses the social constructions of landscapes represented in analogue, digital and hybrid game formats as well as their theoretical framing and future perspectives.
Though children have never been absent from international studies discourse, they are too often reduced to a few simplistic and unidimensional framings. This book seeks to recover children’s agency and to recognize the complex variety of childhoods and the global issues that affect them. Written by an international list of contributors from Europe, Africa, North America, and Australasia, chapters present highly nuanced accounts of children and childhoods across global political time and space split into three broad sections: imagined childhoods, governed childhoods, and lived childhoods. Through its analysis, the book demonstrates how international relations is, somewhat paradoxically, quite deeply invested in a particular rendering of childhood as, primarily, a time of innocence, vulnerability, and incapacity.
This latest book by one the world′s leading protagonists in the field will be welcomed not just by psychologists but by students, academics and professionals interested in social constructionism across a wide range of subjects. Social Construction in Context explores the potentials of social constructionist theory when placed in diverse intellectual and practical contexts. It demonstrates the achievements of social constructionism, and what it can now offer various fields of inquiry, both academic, professional and applied, given the proliferation of the theory across the social sciences and humanities. First order issues of concern within the academic world, objectivity, truth, power and ideology, are now being augmented by widespread developments in practice - therapeutic, pedagogical, organizational and political. This book looks closely at these developments and examines both the positive potentials and limitations of social constructionist theory when applied to a variety of domains. It has been written in an accessible and scholarly manner making it suitable for a wide-ranging readership.