Skip to main content
SpringerLink
Log in
Book cover

Culture in Education and Education in Culture

Tensioned Dialogues and Creative Constructions

  • Book
  • © 2019

Overview

Editors:
  1. Pernille Hviid

    1. Department of Psychology, University of Copenhagen, Copenhagen, Denmark

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. Mariann Märtsin

    1. School of Psychology and Counselling, Queensland University of Technology, Kelvin Grove, Australia

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Examines the topic of globalization and standardization of education through a novel and unique cultural developmental perspective
  • Draws upon case studies and examples from varied cultural contexts
  • Zooms in on the constructive and destructive tensions between global trends and local cultural practices
  • Introduces a unique conceptual framework to discuss challenges and opportunities

Part of the book series: Cultural Psychology of Education (CPED, volume 10)

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (15 chapters)

  1. Front Matter

    Pages i-xxiii
    Download chapter PDF

  2. Perspectives on the Challenge of Globalization

    1. Front Matter

      Pages 1-1
      Download chapter PDF

    2. Education, Competition, and Cultural Development

      • Willem Wardekker
      Pages 3-13

    3. What Is Disruptive About Disruptive Behavior?

      • Thomas Szulevicz
      Pages 15-28

    4. Bildung, Motivation, and Deliberative Democracy in Primary Education

      • Jacob Klitmøller, Sarah K. Jensen
      Pages 29-45

    5. Commentary to Part I: Perspectives on the Challenge of Globalization

      • Ian Thompson
      Pages 47-54

  3. Constructing Culturally Responsive Education

    1. Front Matter

      Pages 55-55
      Download chapter PDF

    2. Cultural Security in Australian Classrooms: Entanglements with Mainstream Education as Aboriginal and Torres Strait Islander Children Transition to School

      • Melinda G. Miller, Karen Dawson-Sinclair, Areana Eivers, Karen Thorpe
      Pages 57-77

    3. A Cultural–Historical Model to Inform Culturally Responsive Pedagogies: Case Studies of Educational Practices in Solomon Islands and Australia

      • Yeshe Colliver, Libby Lee-Hammond
      Pages 79-105

    4. Nhembo’ea Reko Regua: Trajectories of the Mbya Guarani Struggle for a Differentiated Education

      • Roberto Veríssimo Lima, Jurandir Augusto Martim, Danilo Silva Guimarães
      Pages 107-124

    5. Education for Beauty in Acervo da Laje (The Laje Collection) and the Emergence of Creative Work at the Outskirts of Salvador, Brazil

      • José Eduardo Ferreira Santos
      Pages 125-148

    6. Commentary to Part II: Constructing Culturally Responsive Education

      • Rebeca Mejía-Arauz
      Pages 149-156

  4. Educational Cultivation of Personal Lives

    1. Front Matter

      Pages 157-157
      Download chapter PDF

    2. Identity in Education and Education in Identities: Connecting Curriculum and School Practice to Students’ Lives and Identities

      • Moisès Esteban-Guitart
      Pages 159-175

    3. Using Symbolic Resources to Overcome Institutional Barriers: A Case Study of an Albanian-Speaking Young Woman in Switzerland

      • Teuta Mehmeti, Tania Zittoun
      Pages 177-198

    4. Teacher Identity in Structural Reflective Workshops: A View from China

      • Zhou Li-Hua, Li Xiao-Wen, Wu Aruna, Gao Ya-Bing
      Pages 199-216

    5. Children’s Development: Between Personal Engagements and Curriculum-Based Preschool Practices

      • Jakob Waag Villadsen
      Pages 217-238

    6. Commentary to Part III: Cultural Perspectives on Self/Identity Issues, Prejudice, and Symbolic Resources

      • Angela Uchoa Branco
      Pages 239-249

    7. Editors’ Conclusion: Imagining an Education for “Good Life”

      • Pernille Hviid, Mariann Märtsin
      Pages 251-260
Back to top

Keywords

About this book

In a world where the global engagement and international dialogue intensifies, some areas of cultivated knowledge suffer from this dialogue and this has consequences for people and communities. We propose education to be such a case. The global dialogue in education tends to be restricted to and mediated by standardized measurements. Such standards are meant to measure qualities of education and of student behavior and create the sought for condition for normative comparability and competition. The obvious drawback is that cultural variability – in local living as well as in education – is rendered irrelevant.
 
Are there alternatives? The book insists on maintaining the discussion about education on a global level, but rather than moving towards homogenization and standardization of education, the attention is drawn towards the potential for learning from creative fits - and misfits - between concrete local cultures, institutional practices and global aims and standards of education. 


This work brings together a group of educational and developmental researchers and scholars grappling to find culturally informed and sensitive modes of educating people and communities. Case studies and examples from four geographical contexts are being discussed: China, Brazil, Australia and Europe. While being embedded in these local cultures, the authors share a conceptual grounding in cultural developmental theorizing and a vision for a culturally informed globalized perspective on education. As the theme of the book is learning from each other, the volume also includes commentaries from leading scholars in the field of cultural psychology and education.



Editors and Affiliations

  • Department of Psychology, University of Copenhagen, Copenhagen, Denmark

    Pernille Hviid

  • School of Psychology and Counselling, Queensland University of Technology, Kelvin Grove, Australia

    Mariann Märtsin

Bibliographic Information

  • Book Title: Culture in Education and Education in Culture

  • Book Subtitle: Tensioned Dialogues and Creative Constructions

  • Editors: Pernille Hviid, Mariann Märtsin

  • Series Title: Cultural Psychology of Education

  • DOI: https://doi.org/10.1007/978-3-030-28412-1

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2019

  • Hardcover ISBN: 978-3-030-28411-4Published: 27 November 2019

  • Softcover ISBN: 978-3-030-28414-5Published: 27 November 2020

  • eBook ISBN: 978-3-030-28412-1Published: 18 November 2019

  • Series ISSN: 2364-6780

  • Series E-ISSN: 2364-6799

  • Edition Number: 1

  • Number of Pages: XXIII, 260

  • Number of Illustrations: 3 b/w illustrations, 23 illustrations in colour

  • Topics: Educational Psychology, International and Comparative Education, Developmental Psychology, Sociology of Culture

Publish with us

Policies and ethics

Back to top

Search

Navigation