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Boundary Crossing Events and Potential Appropriation Space in Philosophy, Literature and General Knowledge

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Learning, Social Interaction and Diversity – Exploring Identities in School Practices

Abstract

Teaching cultural elements, such as literary texts, pieces of music, films, sculptures, and other similar artefacts, is one of the educational aims of a school. As part of our past and present society, cultural elements are considered to be fundamental. At a social level, they belong to shared bodies of knowledge which might foster social cohesion; at the level of individuals, they are expected to play a fundamental role in the students— intellectual and emotional development and in their capacity to act as future citizens. In the present state-of-the-art, however, more research is needed into the way in which the cultural elements taught at school are used by students as resources for emotional elaboration and developmental processes.

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Author information

Authors and Affiliations

  1. Department of Psychology, University of Lausanne, Lausanne, Switzerland

    Michèle Grossen

  2. Institute of Psychology of Education, University of Neuchâtel, Neuchâtel, Switzerland

    Tania Zittoun

  3. Department of Psychology, University of Lausanne, Switzerland

    Jenny Ros

Authors
  1. Michèle Grossen
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  2. Tania Zittoun
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  3. Jenny Ros
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Editor information

Editors and Affiliations

  1. University of Gothenburg, Sweden

    Eva Hjörne

  2. University of Applied Sciences Saxion, The Netherlands

    Geerdina van der Aalsvoort

  3. Oxford Brookes University, UK

    Guida de Abreu

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© 2012 Sense Publishers

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Grossen, M., Zittoun, T., Ros, J. (2012). Boundary Crossing Events and Potential Appropriation Space in Philosophy, Literature and General Knowledge. In: Hjörne, E., Aalsvoort, G.v.d., Abreu, G.d. (eds) Learning, Social Interaction and Diversity – Exploring Identities in School Practices. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-803-2_3

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