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de Saint Laurent, Constance
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- PublicationMétadonnées seulement
- PublicationMétadonnées seulementMaking sense of refugees on social media: Perspective-taking, political imagination, and Internet memes(2018-9-29)
; Literat, IoanaThere are many dimensions to the ongoing European refugee crisis, including economic, political, and humanitarian. Underlying them, however, is the issue of self–other relations and, in particular, the ways in which Western societies construct images of otherness, defined in cultural, religious and political terms. Since many participants in these debates have never actually interacted with refugees, their reactions to the crisis are often infused by emotion and fueled by a form of imagination that carries political consequences. At the core of this political imagination, we propose, are certain understandings of refugees, of how they think, feel, and intend to act. In other words, more or less explicit processes of perspective taking are at play in audiences’ responses to refugees. In this article, we aim to unpack the social and psychological mechanisms involved in taking the perspective of refugees on digital platforms using the Commitment Model of Perspective Taking (CMPT). Specifically, since online media is a key channel for sharing views about refugees, our focus here is on refugee-related Internet memes shared on Reddit, and the conversations around these visual artifacts. Our findings indicate that participants in these forums most often construct the perspective of refugees from an outside position, based on a commitment to difference, and rarely try to identify with the situation of refugees. We then discuss the ways in which these forms of perspective taking stimulate or hinder reflexivity and contribute to a political imagination that is open to otherness and tolerant of diversity or, on the contrary, fearful and prejudiced towards refugees. - PublicationAccès libre
- PublicationAccès libreMemory acts: A theory for the study of collective memory in everyday life(2018-3-2)History abounds in everyday life: it is in the discourse of the politician who makes a patriotic use of World War II, in the epic movie of medieval inspiration, in the latest museum opening in town, or in the magnet on your fridge that makes a humoristic use of advertisement posters from the fifties. What tools can help us understand how history is used in these contexts and with what purposes? And, more importantly perhaps, how to understand the effects these uses have on us? To answer these questions, this paper proposes to develop a framework to study the uses of collective memory in everyday life. After a short review of the history of collective memory, the concept of memory act is outlined, based on three theoretical traditions: James’ pragmatism, Austin’s speech acts and Mead’s social acts. They are used to argue that everyday usages of collective memory are better understood as inter-subjective and discursive acts that are part of larger activities. Finally, some of the consequences of this theory are discussed.
- PublicationMétadonnées seulementIntroduction. What may the future hold?(London: Palgrave Macmillan, 2018)
; ; - PublicationAccès libreBeyond collective memory: a sociocultural perspective on historical representationsLe sens commun dicte que nous, individus et collectifs, devrions apprendre du passé pour éviter de répéter les erreurs que nous avons pu commettre. Malheureusement, les recherches sur le sujet ont plutôt démontré le contraire : notre mémoire collective, c’est-à-dire nos représentations de l’histoire, a tendance à présenter une version de l’histoire à la fois biaisée, glorifiante, et unilatérale qui reflète nos intérêts nationaux et sociaux. Cette thèse a pour but de dépasser cette conception de la mémoire collective et d’explorer comment exactement les gens construisent, mobilisent, transforment et questionnent les représentations de l’histoire. Pour ce faire, une perspective socioculturelle est adoptée, qui considère que personnes et cultures sont interdépendantes, que le soi et l’autre sont co-constitués et que la personne est un agent qui se développe tout au long de la vie. A partir de cette approche, quatre études sont construites – trois études empiriques et une étude transversale. La première porte sur la construction de la mémoire collective dans les interactions, à travers l’analyse de débats parlementaires sur l’immigration. Dans la deuxième étude, les trajectoires de vie d’intellectuels et d’artistes qui ont remis en question des représentations historiques dominantes sont reconstituées, pour explorer comment la mémoire collective se développe au cours de la vie. Dans la troisième recherche, une expérience dialogique est utilisée, où les participants sont confrontés à divers discours sur un évènement récent (le conflit en Ukraine qui a débuté en 2015), pour analyser comment ils raisonnent sur l’histoire. Enfin, la dernière étude, transversale, analyse comment la mémoire collective est mobilisée pour imaginer le futur et représenter le monde. A partir de ces quatre études, il est conclu que les représentations historiques sont des ressources symboliques dynamiques, construites dans les interactions et tout au long de la vie, à travers l’utilisation de ressources sociales et culturelles et d’une multitude de processus psychologiques, dans le but de donner du sens au monde. Et donc que la question n’est pas tellement ce que nous apprenons du passé, mais comment nous l’apprenons. It is common wisdom that we, both as individuals and as members of societies, should learn from the past in order to avoid repeating the mistakes both us and others have made. Unfortunately, research on the topic has shown that we do quite the contrary: our collective memory, or our lay representation of the past, tends to present a rather biased, glorifying, and unilateral version of history and to reflect our national or social interests over the ones of others. The aim of this thesis is to go beyond this conception of collective memory, and to explore how exactly people construct, mobilise, transform, and challenge representations of history. To do this, I propose to adopt a sociocultural perspective, that considers culture and minds as interdependent, self and other as co-constituted, and the person as agentic and developing throughout the life-course. Based on this approach, four studies are proposed – three empirical and one transversal. In the first study, I look at how collective memory is constructed in interactions by analysing the transcripts of parliamentary debates on immigration. In the second study, I reconstruct the trajectories of intellectuals and artists who came to question hegemonic historical representations, to explore how collective memory develops over the life course. In the third study, I analyse how people reason about a recent event – the Ukrainian conflict that started in 2015 – and history through a dialogical experiment where people were confronted to diverse representations of history. Finally, in a last transversal study, I look at how collective memory is mobilised to imagine the future and represent the world. This leads me to conclude that historical representations are dynamic symbolic resources, constructed in interactions and developed throughout the life-course, through the use of social and cultural resources as well as a wide range of psychological processes, in order to give meaning to the world. And thus that the question is not what we learn from history, but how we learn from it.
- PublicationMétadonnées seulementUses of the past: History as a resource for the present(Integrative Psychological and Behavioral Science: Springer International Publishing, 2018)
- PublicationMétadonnées seulementImagining collective futures. Perspectives from social, cultural and political psychologyThe idea of this book came from a common observation: although the construction of a collective future is often seen as the end game of many social phenomena (e.g., collective memory, ideology, social change, creativity, etc.), this process is most often left unexplored. The aim of this book is thus to bring together researcher working on imagination and future construction, collective phenomena and social change, in order to gain a better understanding of how collective futures are imagined. The contributions to this book are expected to engage with the processes by which social groups, communities and nations create possible futures. By doing so, this book will shed new lights on the importance of the future in shaping present ideas, values and behaviours. The list of contributors includes junior and more established researchers, therefore providing a great opportunity for a fruitful exchange of ideas. This book will be published in the Palgrave Studies in Creativity and Culture (Springer), edited by Vlad Glaveanu & Brady Wagoner.
- PublicationAccès libreMemory in life transitionsThis chapter explores the transformation of autobiographical memory in life transitions. To do so, it proposes a model of autobiographical memory as an oriented sociocultural act, whereby the person imaginatively distances herself from past experiences to produce a meaningful discourse on her past. This model is applied to the development of autobiographical memory during adolescence, a crucial period in this regard, and is used to analyze a series of longitudinal documentaries on teenagers in Switzerland. Based on two case studies, it is argued that adolescents learn to make sense of their past by building on previous recalls of their experiences, successively reworking their interpretation of what happened. As they discover new concepts, interlocutors, and cultural tools, they learn to distance themselves from their experiences to produce stories that are meaningful for their present selves, which they can share with others, and that can be turned into lessons to be learned.
- PublicationMétadonnées seulementThinking through time: From collective memories to collective futures(London: Palgrave Macmillan, 2018)
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