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de Saint Laurent, Constance

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de Saint Laurent, Constance
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https://libra.unine.ch/handle/123456789/722

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  • Publication
    Accès libre
    Imagining the collective future: A sociocultural perspective
    (London: Palgrave, 2018)
    Zittoun, Tania 
    ;
    Gillespie, Alex
    ;
    de Saint Laurent, Constance 
    ;
    Obradovic, Sandra
    ;
    Carriere, Kevin R.
    The present chapter examines how groups imagine their future from a sociocultural perspective. First, we present our sociocultural model of imagination and its three dimensions, before building on it to account for how collectives imagine the future. We maintain that it is a mistake to assume that because imagination is “not real”, it cannot have “real” consequences. Imagination about the future, we argue, is a central steering mechanism of individual and collective behaviour. Imagination about the future is often political precisely because it can have huge significance for the activities of a group or even a nation. Accordingly, we introduce a new dimension for thinking about collective imagination of the future— namely, the degree of centralization of imagining—and with it, identify a related aspect, its emotional valence. Based on two examples, we argue that collective imaginings have their own developmental trajectories as they move in time through particular social and political contexts. Consequently, we suggest that a sociocultural psychology of collective imagination of the future should not only document instances of collective imagining, but also account for these developmental trajectories— specifically, what social and political forces hinder and promote particular imaginings.
  • Publication
    Accès libre
    Memory in life transitions
    (Oxford: Oxford University Press, 2018)
    de Saint Laurent, Constance 
    ;
    Zittoun, Tania 
    ;
    Wagoner, B
    This 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.
  • Publication
    Accès libre
    Discussing creativity from a cultural psychological perspective
    (2015)
    Gillespie, Alex
    ;
    Baerveldt, Cor
    ;
    Costall, A.
    ;
    Cresswell, J.
    ;
    de Saint Laurent, Constance 
    ;
    Glăveanu, Vlad Petre
    ;
    John-Steiner, V.
    ;
    Jovchelovitch, S.
    ;
    Sawyer, K.
    ;
    Tanggaard, L.
    ;
    Valsiner, J.
    ;
    Wagoner, Brady
    ;
    Zittoun, Tania 
  • Publication
    Accès libre
    Life-creativity: Imagining one’s life
    (Hove/New York: Routledge, 2015)
    Zittoun, Tania 
    ;
    de Saint Laurent, Constance 
    ;
    Glaveanu, Vlad Petr
    ;
    Gillespie, Alex
    ;
    Valsiner, Jaan
    How people become unique persons is an ever-renewed puzzle for any observer of human life. Somehow, in the complex sets of social and cultural constraints that reduce margins of freedom, each person is actually the author of his or her life. Each trajectory is unique, and can be recognized by its specific melody (Zittoun et al., 2013). This uniqueness, we propose, can be seen as resulting from lifecreativity, the process of creating one’s life-paths. To better understand it, we will first examine the relation between creativity and development, then propose to consider imagination as the heart of the creative process. We will treat imagination as a three-dimensional developmental process, and define the conditions under which it might be acknowledged as creativity. The case study of Rachel, going through her teenager years, will ground our proposition and further discussion. This exploration, we hope, will contribute to our understanding of the developmental aspects of creativity.