About this series
This book series focuses on the development of new qualitative methodologies for educational psychology and interdisciplinary enrichment in ideas and practices. It publishes key ideas of methodology, different approaches to schooling, family, relationships and social negotiations of issues of educational processes. It presents new perspectives, such as dynamic systems theory, dialogical perspectives on the development of the self within educational contexts, and the role of various symbolic resources in educational processes. The series publishes research rooted in the cultural psychology framework, thus combining the fields of psychology, anthropology, sociology, education and history. Cultural psychology examines how human experience is organized culturally, through semiotic mediation, symbolic action, accumulation and exchange of inter-subjectively shared representations of the life-space. By taking this approach, the series breaks through the “ontological” conceptualization of education in which processes of education are localized in liminality. In this series, education is understood as goal-oriented personal movement that is at the core of societal change in all its different forms—from kindergarten to vocational school and lifelong learning. It restructures personal lives both inside school and outside the school. The cultural psychology approach to education fits the global processes of most countries becoming multi-cultural in their social orders, reflects the interdisciplinary nature of educational psychology, and informs the applications of educational psychology in a vast variety of cultural contexts.
This book series:
• Is the first to approach education from a cultural psychology perspective.
• Offers an up-to-date exploration of recent work in cultural psychology of education.
• Brings together new, novel, and innovative ideas.
• Broadens the practical usability of different trends of cultural psychology of education.
Jaan Valsiner, Niels Bohr Professor of Cultural Psychology, Aalborg University Denmark;
Nandita Chaudhary, Lady Irwin College, University of Delhi, India; Maria Virginia Dazzani, UFBA-Universidade Federal da Bahia, Brazil; Xiao- Wen Li, East China Normal University, China; Harry Daniels, University of Oxford, UK; Nicolay Veresov, Monash University, Australia; Wolff-Michael Roth,University of Victoria, Canada;
Yasuhiro Omi, University of Yamanashi, Japan;
Culture in Education and Education in Culture - Tensioned Dialogues and Creative Constructions
Pernille Hviid and Mariann Märtsin (eds.), 2019
All proposals and manuscripts submitted to the Series will undergo at least two rounds of external peer review.
This Series is indexed in Scopus.