DOCSLIB.ORG

Culture, Learning, and Development and the Natural World: the Influences of Situative Perspectives

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Culture, Learning, and Development and the Natural World: the Influences of Situative Perspectives Educational Psychologist ISSN: 0046-1520 (Print) 1532-6985 (Online) Journal homepage: http://www.tandfonline.com/loi/hedp20 Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives Megan Bang To cite this article: Megan Bang (2015) Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives, Educational Psychologist, 50:3, 220-233, DOI: 10.1080/00461520.2015.1075402 To link to this article: http://dx.doi.org/10.1080/00461520.2015.1075402 Published online: 29 Sep 2015. Submit your article to this journal Article views: 5 View related articles View Crossmark data Citing articles: 2 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=hedp20 Download by: [University of Washington Libraries] Date: 01 October 2015, At: 13:38 EDUCATIONAL PSYCHOLOGIST, 50(3), 220–233, 2015 Copyright Ó Division 15, American Psychological Association ISSN: 0046-1520 print / 1532-6985 online DOI: 10.1080/00461520.2015.1075402 Culture, Learning, and Development and the Natural World: The Influences of Situative Perspectives Megan Bang College of Education University of Washington The study of human learning and development from situative or sociocultural perspectives has had significant impacts on a wide range of scholarship largely driven by the theoretical and methodological focus on understanding the role of activity systems in cognition and development. This article first explores how situative perspectives have advanced fundamental knowledge about how culture and race impact learning and development and works to demonstrate how these understandings have enabled new insights into folk- biological cognition. Traditional cognitive, cross-cultural, and situative perspectives with respect to folkbiology are compared and contrasted to demonstrate how situative perspectives enabled more complete understandings of the complexities of biological cognition. These complexities are conceptualized as the conceptual and epistemological ecologies of activity systems. Implications for education are considered. The study of human learning and development from situa- have expanded our foundational knowledge of human tive or sociocultural perspectives has had significant learning, as well as led to important practice-based innova- impacts on a wide range of scholarship. The expansion of tions in learning environments. knowledge has been largely driven by the theoretical and Differences between traditional cognitive perspectives methodological focus on understanding the role of activity and situative perspectives are often crystallized by an inter- systems in cognition and development, as opposed to focus- est in understanding individuals with a focus on internal ing on individuals in decontextualized contexts or on mental processes in contrast to a focus on individuals in mind alone (e.g., Greeno, 1997, 1998; Greeno, Collins, & interaction and sense-making in localized activity. Although Resnick, 1996). Activity systems are constituted of subjects there are a multitude of influences giving rise to this turn in in specific contexts; are object oriented, meaning they have the field, it has been heavily influenced by neo-Vygotskian an objective or purpose; have discernable configurations or scholars, taking up Vygotsky’s ideas about the acquisition participation structures; employ artifacts, tools, and tool of higher psychological processes occurring in interaction Downloaded by [University of Washington Libraries] at 13:38 01 October 2015 meditation; typically have rules or governing principles with others in the life of one’s cultural community that shape interaction; and have some division of roles (e.g., Brown, Collins, & Duguid, 1989; Cole, 1995, 1998; (e.g., Engestrom,€ 2001). More simply, to explain why and Gonzalez & Amanti, 2005; Goodenow, 1992; Greeno et al., how people think and act in the world the way they do, 1996; Gutierrez & Rogoff, 2003; Lave, Murtaugh, & de la scholars employing situative perspectives often study and Rocha, 1984; Lee, 2003; Rogoff & Chavajay, 1995; characterize how people in places interact with each other Vygotsky, 1978; Wertsch, 1993). The distinction crystal- toward goals often utilizing materials to mediate and sup- lized when “situative scholars” called into question the ade- port their interactions and goals. Situative perspectives quacy of accounts of individual internal mental processes have been fruitfully taken up across a broad range of phe- separated from the activity systems in which things nomena (e.g., from memory and emotion to decision mak- occurred (e.g., Hutchins, 1995). There remains some dis- ing and language production to the study of domains) and agreement about whether research should be seeking to characterize human universals or the diversity of human Correspondence should be addressed to Megan Bang, College of Edu- sense-making (ojalehto & Medin, 2015); however, it is cation, University of Washington, Miller Hall, Box 353600, Seattle, WA increasingly accepted that what people think and how 98195. E-mail: [email protected] people think are interdependent and sculpted by the daily NATURE CULTURE 221 activities, discursive practices, participation structures, and teaching and learning focused on the natural world typi- interactional processes in activity that shape development cally located in science classrooms. over the life course (e.g., Greeno, 2011). These dimensions are typically not the dimensions of focus in traditional cognitive research engaged to explain the how, why, and SITUATIVE PERSPECTIVES: ADVANCING what of human thought. CONSTRUCTIONS OF CULTURE AND LEARNING In this article I focus on the ways in which situative perspectives have expanded the study of human cogni- Situative perspectives have advanced understandings of tion and development specifically with respect to the culture and learning both conceptually and methodologi- natural world (often called biological or folkbiological cally. For example, a key contribution of situative perspec- cognition) and explore emerging trends and implications tives with respect to culture and race has been the for educational practice. My focus on folkbiology is compelling and empirically supported argument for the intertwined with the critical contributions situative per- need to move away from “box models” approaches to cul- spectives, also called sociocultural perspectives, have ture and race that assign people to discrete categories of made to understanding and studying culture and race. culture, race, and ethnicity, among others (Gutierrez & To begin I review the theoretical and methodological Rogoff, 2003; Lee, 2003), to a view of culture as dynamic advances sociocultural perspectives have made with repertoires of practices (Nasir, Rosebery, Warren, & Lee, respect to culture and learning; these are then taken up 2006). From a sociocultural perspective, culture, learning, in subsequent sections focused on folkbiology. Begin- and development are seen as dynamic, contested, and vari- ning with this is necessary because the situative perspec- ably distributed and transformed within and across groups tives I take up in folkbiology are driven by the and involve a reciprocal and evolving relationship between conceptual progress made in understanding race and cul- individuals’ goals, perspectives, values, and their environ- ture more broadly. ment (Cole, 1998; Rogoff, 2002; Hirschfeld, 2002; Lave, After this broad review, I then explore how tradi- 1988; Lave & Wenger, 1991; Nasir & Hand, 2006; Nasir, tional cognitive perspectives and situative perspectives Rosebery, Warren, & Lee, 2006; Rogoff, 2003). Culture, in have both diverged from and complemented one another this sense, is both historically constituted and dynamically through two groups of studies focused on specific changing through participation in social practices and mak- aspects of biological cognition (anthropocentrism and ing sense of life. More simply put, all people explore, nar- core biological concepts). Through these examples I rate, and build knowledge about their worlds, but they do demonstrate how the situative perspective makes visible so in varied ways that are dynamically linked to particular dynamics in cognition simply not detectable without the contexts. It is important to note that these practices also focus on interaction in activity. I then explore a third reflect epistemic and ontological orientations; thus, particu- group of studies conducted from both cognitive and sit- lar forms of knowing and being in the world are cultivated uative perspectives that propose a focus on conceptual in activity (e.g., Bang, Warren, Rosebery, & Medin, 2013; and epistemic ecologies as a generative direction for Bell, Lewenstein, Shouse, & Feder, 2009; Rogoff & Lave, future research. Conceptual and epistemic ecologies gen- 1984). In short, culture is brought to life in the unfolding erally consist of both what and how people think, what social practices of activity systems, not through assigned is “knowing” and the implications for being and doing stable categorical memberships that are often reflective of in the context of dynamic activity and interaction in cul- dated biological determinism. This complex dynamism of tural practices. From this third group of studies, I argue both individuals and variations across communities has Downloaded by [University of Washington Libraries] at 13:38 01 October 2015 that the study of biological cognition
Load more

Recommended publications
  • Culture, Conflict and Community Mediation: Understanding
    CULTURE, CONFLICT AND COMMUNITY MEDIATION: UNDERSTANDING AND REMOVING BARRIERS TO ACTIVE PARTICIPATION OF LATINOS IN COMMUNITY MEDIATION CENTERS IN OREGON by ALEXIS IRENE STICKEL A THESIS Presented to the Department of International Studies and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Master of Arts June 2013 THESIS APPROVAL PAGE Student: Alexis Irene Stickel Title: Culture, Conflict and Community Mediation: Understanding and Removing Barriers to Active Participation of Latinos in Community Mediation Centers in Oregon This thesis has been accepted and approved in partial fulfillment of the requirements for the Master of Arts degree in the Department of International Studies by: Kristin Yarris Chairperson Tim Hicks Member Galen Martin Member and Kimberly Andrews Espy Vice President for Research and Graduate Studies/Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2013 ii © 2013 Alexis Irene Stickel iii THESIS ABSTRACT Alexis Irene Stickel Master of Arts Department of International Studies June 2013 Title: Culture, Conflict and Community Mediation: Understanding and Removing Barriers to Active Participation of Latinos in Community Mediation Centers in Oregon The Latino population is not accessing community mediation centers throughout Oregon. Mediation provides a safe space to resolve conflicts outside of the adjudicative processes and at a lower cost. Through interviews with program coordinators/directors of community mediation centers around Oregon, mediators with experience in bilingual mediation and Latino stakeholders, I explore the barriers that exist and methods to increase the participation of the Latino population in community mediation centers.
    [Show full text]
  • Living in a Translational World
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Revistes Catalanes amb Accés Obert “Transfer” VIII: 1-2 (mayo 2013), pp. 70-90. ISSN: 1886-5542 LIVING IN A TRANSNATIONAL WORLD. TRANSLATION AS PART OF TRANSCULTURAL IDENTITY Dora Sales, Universitat Jaume I Unlike my parents, I translate not so much to survive in the world around me as to create and illuminate a nonexistent one. Fiction is the foreign land of my choosing, the place where I strive to convey and preserve the meaningful. And whether I write as an American or an Indian, about things American or Indian or otherwise, one thing remains constant: I translate, therefore I am.1 On the Road of Translatability As the Indian writer Jhumpa Lahiri puts forward in the above quotation, for a bilingual and transcultural writer such as herself, translation is a fertile starting point for fiction. Belonging to a contemporary cross-cultural society means that translation, understood as negotiation and mediation between the asymmetrical relations among languages and cultures, is a daily communicative need. The centrality of translation in plurilingual places where diverse cultures meet is a fact, and fiction writers who create both in (former) colonial tongues and in native languages are challenging and redefining many translation concepts. Literary production in recent decades has opened itself to the cross-cultural encounters that define the present context. In this paper, the anthro-pological concept of transculturation (Ortiz 1940) as applied to literary creation (Rama 1982) will be used (Sales 2001).2 In 1940, on the anthropological sphere, the Cuban 1 JHUMPA Lahiri (2002).
    [Show full text]
  • Protection Through Cultural Mediation
    PROTECTION THROUGH CULTURAL MEDIATION HANDBOOK The research and publication of this Handbook were supported by United Nations High Commissioner for Refugees (UNHCR) Representation in Serbia. UNHCR is neither responsible for, nor does it necessarily endorse its content. Any views expressed in it are solely those of the author or publisher and do not necessarily reflect those of UNHCR, the United Nations or its Member States. BELGRADE 2020 PROTECTION THROUGH CULTURAL MEDIATION Handbook Publisher: Crisis Response and Policy Centre Petrovaradinska 16, 11000 Belgrade [email protected] For publisher: Vladimir Sjekloća Editor: Vladimir Marjanović Authors: Saman Ali Vještica and Vladimir Sjekloća Technical support: Željko Milikić and Dejan Đošić Copy editor: Selena Šljivančanin Belgrade International Study Centre Design and prepress: Miloš Marinković Front page illustration: Saman Ali Vještica Print: Futura, Novi Sad Print run: 300 ISBN 978-86-900467-4-4 Belgrade 2020 ABOUT Crisis Response and Policy Centre (CRPC) is a civil society organisation founded in Belgrade in 2016. CRPC is committed to the protection of human rights, vulnerable persons and groups and is dedicated to providing assistance and support to refugees and asylum seekers. CRPC is an implementing partner of UNHCR in the area of refugee and asylum seekers’ protection. The authors are grateful to CRPC team past and present, whose hard work and input provided the empirical basis and valuable contributions for this publication. CONTENTS EDITITOR'S NOTE ...................................................................................................
    [Show full text]
  • Cross-Cultural Mediation
    International Research and Review: Journal of Phi Beta Delta Honor Volume 7, Number 1, Fall 2017 Society for International Scholars Bridging the Divide: Cross-Cultural Mediation Laura N. Mahan Joshua M. Mahuna George Mason University – School for Conflict Analysis and Resolution Abstract The article strives to contribute to the growing field of conflict resolution by analyzing contrasting cross-cultural perceptions through insights from multiple areas to resolve intercultural conflicts and disputes. Western-centric mediation techniques are dissected in juxtaposition to indigenous methodologies in degrees of (1) substantiality and its prominence in indigenous communities; (2) connectivity in the ability for these methodologies to resonate within other cultures; and (3) determinism through application to aid in the manifestation of possible resolutions. By analyzing various global indigenous systems, we argue individualistic and collectivist mediation techniques often lack synergy between peoples in cross-cultural conflicts, which can lead to miscommunication. In this paper, we present the Cross-Cultural Mediation Model and methodology for managing conflict that incorporates a wide variety of mediation techniques found throughout the world at every level of society. Keywords: culture; cross-cultural; mediation; collectivism; individualism; conflict resolution Conflict is a naturally occurring process and part of the human experience regardless of one’s culture. Just as there is diversity in the way conflict manifests and operates, there is diversity in how conflict is resolved. As our world continues to become more globalized, it is more important than ever to look for new and innovative ways to resolving conflict. Today, we have countless processes and tools--interpersonal, meta-level, and international--to solve conflict constructively; “learning from the ways other cultures understand and resolve conflicts is an important part of maintaining healthy relationships in our increasingly interactive world” (Stobbe, 2015, p.
    [Show full text]
  • Cultural Issues Mediation
    EU as Mediator, version 0 1 CCuullttuurraall IIssssuueess iinn IInntteerrnnaattiioonnaall MMeeddiiaattiioonn by Kai LUCKE and Aloys RIGAUT Kai Lücke and Aloys Rigaut, June 2002. “Cultural issues in International Mediation” EU as Mediator, version 0 2 EXECUTIVE SUMMARY: The following recommendations derive from this paper: 1.. In cross-cultural conflicts, the mediator must consider the problem and the people, i.e. take into consideration cultural factors. 2.. Not every cross-cultural conflict should be considered as based on culture. 3.. A pre-mediation assessment of the conflicting parties' cultures is needed, but stereotypes should be avoided. 4.. Mediators shall be trained in cultural awareness and be taught about communication styles of different cultures. 5.. Cultural ignorance must not be replaced by excessive comprehension for all acts allegedly justified by culture. 6.. An analysis of the interests and objectives of the conflicting parties, in cultural terms, shall be conducted. 7.. The encounter of different cultures in a mediation process shall not be systematically seen as a threat for the mediation process. 8.. Culturally determined differences in objectives shall be exploited in cross-cultural win-win strategies. 9.. The European Union shall identify its own conflict resolution culture. 10.. The EU should try to identify the potential cultural reasons for which it has been requested as a mediator. 11.. The European mediator shall be aware of his or her own culture and its consequences for the mediation process. 12.. While the mediator shall remain neutral with regard to the mediation process, this cannot be expected with regard to its outcome. Kai Lücke and Aloys Rigaut, June 2002.
    [Show full text]
  • Mediator's Culture and the Ability to Be Effective in the Process Of
    Mediator’s Culture and the Ability to be Effective in the Process of International Mediation Angelina Mukono Mnyanyi A dissertation submitted for the degree of Master of Arts at the University of Otago, Dunedin, New Zealand 17th November, 2014 ABSTRACT One of the more effective approaches to resolving conflict is mediation, whereby a third party intervenes to assist the disputing parties in reaching mutually- acceptable resolutions. This thesis examines the mediator’s culture and his/her ability to be effective in international mediations. In particular, it examines the relationship between the mediator’s culture and those of the disputing parties. In order to explore whether the mediator’s culture plays a part in the success or failure in international mediation, I start by defining mediation and culture in international relations. I then use two cases to examine the impact of the mediator’s culture in international mediation. The two case studies are; the conflicts in Kenya and Sri Lanka where mediation took place. In the Kenyan conflict the mediator and the parties had significant cultural similarities, whereas in the Sri Lanka crisis there were significant cultural differences between the parties and the mediator. The theory and literature that are discussed in this thesis suggest that culture has a significant influence on international mediation. There are studies that indicate that cultural differences and/or misunderstandings between the parties can obstruct communication and create misperceptions that can ultimately hinder a jointly acceptable outcome. The literature claims that if the mediator understands the influence of culture in cross-cultural negotiations, this should make resolution easier to come by.
    [Show full text]
  • TRANSFORMATIONS Comparative Study of Social T Ransfowations
    I TRANSFORMATIONS comparative study of social t ransfowations CSST WORKING PAPERS The University of Michigan Ann Arbor . ..'. .. :.>. "The Political Culture concept: ' The . Empirical Power of Conceptual Transformation8@ Margaret R. Somers CSST working cRSO working. Paper #88 Paper #48:6. .. June 1992 THE POLITICAL CULTURE CONCEPT: THE EMPIRICAL POWER OF CONCEPTUAL TRANSFORMATION" Margaret R. Somers Department of Sociology University of Michigan Ann Arbor, MI 48109 June 1992 *Communications should be send to Margaret R. Somers, Department of Sociology, University of Michigan, Ann Abor, MI 48109. This paper was originally prepared for the Sociology of Culture Section, Annual Meetings of the American Sociological Association, Cincinatti, 1991. I would like to thank Renee Anspach, Val Daniel, Gloria Gibson, and JoEllen Shively for their comments on an earlier draft, Marc Steinberg for his especially generous discussions with me while this paper was in preparation, and Janet Wolff for her comments as discussant at the ASA. Research for the paper was in part carried out under the support of a fellowship from the Shelby Cullom Davis Center for Historical ksearch, Princeton University, as well as Rackham Faculty Support and Rackham Faculty Recognition Grants, from the University of Michigan. It was also supported in part as a Visiting Fellow in the Department of Sociology, Princeton University. I am deeply grateful to Marvin Bressler for making that support possible. The Political Culture Concept: he Empirical Power of Conceptual Transformation ABSTRACT The concept of a political culture is having a second life. Its first, associated with development studies and the behaviorist revolution of the 1950s and 1960s, faded with the decline of modernization theory.' Its recent-revival is .
    [Show full text]
  • Mediating Multiculturally: Culture and the Ethical Mediator
    Georgetown University Law Center Scholarship @ GEORGETOWN LAW 2011 Mediating Multiculturally: Culture and the Ethical Mediator Carrie Menkel-Meadow Georgetown University Law Center, [email protected] Harold I. Abramson Touro Law Center Georgetown Public Law and Legal Theory Research Paper No. 12-061 This paper can be downloaded free of charge from: https://scholarship.law.georgetown.edu/facpub/961 http://ssrn.com/abstract=2035003 Mediating Multiculturally: Culture and the Ethical Mediator, in MEDIATION ETHICS: CASES & COMMENTARIES 305-338 (Ellen Waldman ed., San Francisco: Jossey-Bass 2011) This open-access article is brought to you by the Georgetown Law Library. Posted with permission of the author. Follow this and additional works at: https://scholarship.law.georgetown.edu/facpub Part of the Dispute Resolution and Arbitration Commons, and the Legal Ethics and Professional Responsibility Commons Ellen W aidman, Editor - Mediation Ethics Cases and Commentaries lt JOSSEY-BASS A Wiley Imprint J~ www.josseybass.com Electronic copy available at: http://ssrn.com/abstract=2035003 CHAPTER TWELVE Mediating Multiculturally Culture and the Ethical Mediator - w hether your mediation practice takes you on a circuit oflocal postal codes or globe-trotting overseas, it is likely that you will find yourself mediating with parties from a different culture. In most instances, the questions you confront will be functional and practice oriented: How do I manage the process with parties whose cultural affiliations lead them to perceive language and behavior so differently? How can I help them reach an agreement despite their culturally distinct approaches to the issues they face? Occasionally, though, the clash of cultures will lead to ethical conundrums.
    [Show full text]
  • Culture and Cognitive Development: from Cross-Cultural Research to Creating Systems of Cultural Mediation
    Abstract The author s intellectual movement o er the past two decades, from cross-cultural experimental psychology to the cultural psychology of mediation of human acti ities and cognitive processes, is described in this paper. Productive use of the concept of culture in psychology entails conceptualiration of the future and the past in the present, and taking a process-based look at human activities Cultural mediation in the case of reading is described. The emphasis on the emergent psychological processes as being culturally constituted leads to the need to explore novel paths in reconstructing psychology’s methodology. Key Words cross-cultural psychology, culture, mediation, methodology, reading Michael Cole University of California at San Diego, USA Culture and Cognitive Development: From Cross-cultural Research to Creating Systems of Cultural Mediation My involvement in the study of culture and human psychological processes began 30 years ago when I was sent as a consultant to John Gay, then a missionary teacher of mathematics at a small college in the interior of Liberia, West Africa. The task: to figure out why Liberian children seemed to experience so much difficulty learning mathe matics. My graduate training was in the tradition of American mathe matical learning theory, which at that time entailed the use of algebra and probability theory to provide a foundation for discovery of presumably universal laws of learning. I knew almost nothing about the teaching and learning of mathematics, and even less about Liberia. Although
    [Show full text]
  • Cross-Cultural Deal Mediation As a New ADR Method for International Business Transactions
    Law and Business Review of the Americas Volume 20 Number 2 Article 4 2014 Cross-Cultural Deal Mediation as a New ADR Method for International Business Transactions Garrick Apollon Follow this and additional works at: https://scholar.smu.edu/lbra Recommended Citation Garrick Apollon, Cross-Cultural Deal Mediation as a New ADR Method for International Business Transactions, 20 LAW & BUS. REV. AM. 255 (2014) https://scholar.smu.edu/lbra/vol20/iss2/4 This Article is brought to you for free and open access by the Law Journals at SMU Scholar. It has been accepted for inclusion in Law and Business Review of the Americas by an authorized administrator of SMU Scholar. For more information, please visit http://digitalrepository.smu.edu. CROSS-CULTURAL DEAL MEDIATION AS A NEW ADR METHOD FOR INTERNATIONAL BUSINESS TRANSACTIONS Garrick Apollon* ABSTRACT This article aims to explain why and how cross-cultural deal mediation can be established as a new and effective Alternative Dispute Resolution (ADR) method for internationalbusiness transactions. This article aims to explain: the difference between deal mediation and cross-cultural deal me- diation; how cross-cultural deal mediation works; the cross-cultural deal mediator's role; and the benefits and potential problems associated with cross-culturaldeal mediation. This article promotes the intervention of a cross-culturaldeal mediator in the pre-contractualphase (contractforma- tion) or bargainingphase of internationalbusiness transactionsto help the parties to improve their mutual cross-cultural understanding to reach mu- tually satisfactory agreements. This article makes theoretical arguments in favor of cross-cultural deal mediation, but also presents empiricaljustifica- tions on the basis of the developed and well-tested cross-cultural models of Geert Hofstede's Five Cultural Dimensions, and Trompenaars and Hampden-Turner's Seven Cultural Dimensions.
    [Show full text]
  • Cultural Mediation
    Art-thérapie Transmission culturelle Éducation artistique Accompagnement par l’art Animation socio-culturelle Médiateur Animateur socio-culturel Art communautaire Médiation artistique Médiation culturelle Démocratie culturelle Art-thérapie Interprétation Appropriation culturelle Participation Cultural Mediation:Médiateur Inclusion socialeArt-thérapie Publics et non-publics Médiation artistique Animation socio-culturelleAction culturelle Médiateur Action culturelle Appropriation culturelle Éducation artistique Médiation artistique Art communautaireQuestionsAction andculturelle AnswersPratiques culturelles Inclusion sociale Animation socio-culturelle AParticipation GUIDE Démocratisation culturelle Action culturelle Art communautaire Médiation artistique Animation socio-culturelle Médiateur Art communautaire Appropriation culturelle Participation Accompagnement par l’artTransmission culturelle Animation socio-culturelle Inclusion sociale Transmission culturelle Démocratisation culturelle Démocratie culturelle Éducation artistique Appropriation culturelle Animateur socio-culturel Art-thérapie Inclusion sociale Médiateur Transmission culturelle Médiateur Art-thérapie Action culturelle Action culturelle Animation socio-culturelle Éducation artistique Interprétation Inclusion sociale Publics et non-publics Médiation artistique Éducation artistique Médiateur Médiation culturelle Pratiques culturelles Médiation artistique Animation socio-culturelle Participation Action culturelle Éducation artistique Animation socio-culturelle Inclusion sociale
    [Show full text]
  • Cultural Mediation: Creativity, Performance, Display
    Cultural Mediation: Creativity, Performance, Display. Cluster of Excellence "Asia and Europe in a Global Context", University of Heidelberg, 08.10.2014–10.10.2014. Reviewed by Marlène Harles Published on H-Soz-u-Kult (June, 2015) From 8 to 10 October 2014, the Cluster of Ex‐ And what are the risks of and stakes in media‐ cellence "Asia and Europe in a Global Context" tion? held its 6th Annual Conference “Cultural Media‐ In line with the Cluster’s objective to establish tion: Creativity, Performance, Display” at Heidel‐ the concept of transculturality as a basic ap‐ berg University. The conference was organized by proach in the humanities and social sciences, the the Cluster’s Research Area B “Public Spheres”, opening keynote lecture by ERIKA FISCHER- and revolved around the topic of "Cultural Media‐ LICHTE (Berlin) aimed at a better understanding tion". Two keynote lectures and twelve panels, of cultural dynamics in the feld of theatre studies comprising 45 senior and junior researchers, ex‐ through the introduction of the term ‘interweav‐ plored the various ways in which cultural practice ing performance cultures’. Fischer-Lichte thereby is transculturally communicated, negotiated, and distanced herself from ‘intercultural theatre’, a contested. While established concepts such as term coined in the 1970s and 1980s as a way of ‘contact’, ‘relation’, and ‘influence’ risk a deper‐ reinterpreting the concept of ‘culture’ in the con‐ sonalized approach to cultural mediation, the con‐ text of postcolonialism. ‘Intercultural theatre’, she ference endeavored to apply a frame of reference critically argued, refers exclusively to the transfer that would do justice to both the position of indi‐ between West and Non-West, often resonating vidual mediators and the material and political with an underlying distinction between the mod‐ conditions from which they operate.
    [Show full text]