About this book series
Studying
social interaction in human mind and activities is highly relevant for
different epistemological and theoretical approaches (e.g., individual
constructivism, social constructivism, dialogical approach). Consequently,
there is a growing number of social interaction studies in various contexts
(family, educational, professional, clinical, institutional, social, political,
and cultural settings) which are based on different theoretical perspectives
and methodological approaches. This produces a multiplicity of findings which are
highly relevant, both theoretically and practically - although weakly
interrelated and seldom discussed together.The main
aim of this book series is to create a space for continuous and systematic
critical reflection of social interaction studies and their integration with a
special focus on: (1) a detailed account of actors and processes involved in
different types of situated social interaction, (2) situatedness of social
interaction within sociocultural and sociomaterial contexts and how social interaction
and contexts constitute and transform each other; (3) how properly designed
social interactions can provide opportunities for learning and development (in
formal, informal, non-formal education), and (4) how the individual person
navigates within these social interactions.
The book series aims to support an argumentative and productive dialogue among different theoretical and methodological traditions, in order to enable a better understanding of their strengths and weaknesses.
For more information on how to submit your proposal, please contact the publisher: Amy.taylor-snyman@springernature.com
- Electronic ISSN
- 2662-5520
- Print ISSN
- 2662-5512
- Series Editor
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- Aleksandar Baucal,
- Francesco Arcidiacono
Book titles in this series
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Preschool Peer Social Intervention in Autism Spectrum Disorder
Social Communication Growth via Peer Play Conversation and Interaction
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