Options
Kloetzer, Laure
Nom
Kloetzer, Laure
Affiliation principale
Fonction
Assistant Professor
Email
laure.kloetzer@unine.ch
Identifiants
Résultat de la recherche
Voici les éléments 1 - 10 sur 27
- PublicationAccès libreProducing transformations to study them: Concept Development in Activity Clinics(2023)
; Concepts are at the core of human psychological experience. By means of them, we can communicate, understand and collaborate with each other. Within each community, concepts have been learned and can be taught. They are of capital importance for education in every level and for work activities. Concepts have been the object of study of different disciplines and in different contexts for many years. Despite their importance and the attention they have received, both common sense and psychological science understand concepts in an oversimplified way that has consequences for research and teaching. Early in the past century, Vygotsky studied the phenomena of concepts and their development in what ended up addressing most of the loose ends that remain in current dominant psychological and educational perspectives. In this article, we review the main, hegemonic perspectives on concepts in psychology, particularly one of the mayor research fields in educational psychology (Research on Conceptual Change), to present later some cross-cutting criticisms to those approaches that will become our touchstone for a sound theory of concepts. Then we present the Vygotskian approach to concept development, and the methodological implications derived from the dialectical framework in which it is inscribed. Finally, extending the Vygotskian approach beyond child development, we present a method developed in French work psychology, the Activity Clinics approach, and its potential for studying the development of concepts in work activities. - PublicationAccès libreWelcoming mobile children at school: institutional responses and new questions(2021-3-19)
; ; Switzerland, like other countries in Europe, has long depended on migration and mobility for its economy. Facilitating the integration of migrant children in school, primarily through the acquisition of the local language, has therefore been a priority for policymakers. In recent years, mobility has been on the increase and mobility trajectories have become more diverse. A growing percentage of families arriving in the country have experienced repeated mobility and may not plan to settle in Switzerland for good. This paper examines institutional responses to the increasing number of mobile children in Swiss public schools, in particular, the manner in which such children are welcomed. It presents the main findings of an exploratory research project focused on children in repeated mobility, defined as having lived in multiple countries before their arrival in Switzerland, regardless of family background or legal status. Adopting a sociocultural psychological approach, the paper examines the macro-social level of cantonal educational policies regarding welcome processes, the meso-social level of local school policies, and the microsocial level of teachers’ practices and interactions in classrooms that welcome mobile children. Data include documentary analysis, interviews, and observations. Our analysis shows that a deficit view of mobile children and the preoccupation with language proficiency dominate policies and practices, resulting in the diversion of mobile children into special integration classes (so called “classes d’accueil” in the French speaking region, and “Integrationsklasse” in the Swiss German-speaking region). Mobility is conceptualized by Swiss policymakers, school directors, and teachers in terms of its challenges. In particular, school directors and teachers conceptualize mobility as increasing heterogeneity of the classroom. However, the situation varies greatly according to the personal orientations of school directors and teachers’ personal engagement. The paper emphasizes the ambiguous role of the integration classes: while they may impair the long-term chances of educational success by reducing academic expectations for non-native-speaking mobile children, they may also be used as “third spaces” which afford pedagogical freedom for dedicated teachers, potentially of benefit for children. The paper examines these propositions in the light of sociocultural educational literature and draws upon the case of welcoming mobile children to question a series of assumptions about the ultimate purposes of public schooling in Europe today. - PublicationAccès libre
- PublicationAccès libre«En Afrique, aller voir le psychologue, je n’ai jamais entendu ça»: interprétations croisées du psycho-traumatisme entre médiateurs culturels, professionnels de santé et réfugiés victimes de torture à Athènes(2019-4-30)
; Malgré la prévalence élevée d’état de stress post-traumatique, ou SSPT (Syndrome de Stress Post-Traumatique) diagnostiqué chez les réfugiés, d’importantes critiques ont été soulevées quant à sa pertinence comme construction diagnostique, notamment au plan interculturel. En outre, la collaboration entre les professionnels en santé mentale et les réfugiés se heurte fréquemment aux barrières linguistiques et culturelles, ce qui accroît les risques d’incompréhension. Le médiateur culturel joue dans cet espace un rôle clef de mise en dialogue des conceptions et interprétations variées de la souffrance et du trouble mental entre les réfugiés et les professionnels de santé. Afin d’explorer la diversité des perspectives des réfugiés, des professionnels de santé et des médiateurs culturels sur le traumatisme, nous présentons les analyses issues d’un travail de recherche de douze mois auprès d’ONG travaillant à Athènes, en Grèce, avec des réfugiés victimes de torture. Nos analyses se centrent sur la manière dont les réfugiés victimes de torture vivent et qualifient leur traumatisme ; la construction des représentations, des pratiques et des normes concernant les troubles mentaux dans l’interaction avec les professionnels de santé ; et la façon dont divers acteurs se représentent, comprennent et utilisent une construction diagnostique telle que le SSPT. Notre recherche souligne la nécessité d’une compréhension plus nuancée et contextualisée du traumatisme, comme étant influencée de façon déterminante par des systèmes culturels et des contextes sociaux, économiques et historiques plus vastes. - PublicationAccès libreVoies de « resubjectivation » chez les demandeurs d’asile victimes de torture(2018-10-4)
; Résumé Aux expériences traumatisantes multiples vécus tout au long du parcours migratoire, font écho des expériences d'exclusion ainsi que les difficultés et incertitudes liées aux trajectoires administratives – tous ces facteurs générant des effets désubjectivisants. Pour les victimes de torture en particulier, le trauma est extrême. Afin d’explorer des processus de resubjectivation, nous avons mené une étude longitudinale à Athènes, dans un centre pour demandeurs d’asile victimes de torture. Quelles activités et quelles ressources ces personnes en situation d’exil mobilisent-elles pour résister de manière créative aux processus de déshumanisation ? Les analyses dialogiques mettent en évidence le potentiel transformatif des « ressources créatives » mobilisées pour réinjecter de la vie et du lien là où prévaut le mortifère et la déliaison. Mots clés : traumatisme, resubjectivation, demandeurs d’asile, torture Pathways of “resubjectification” among victims of torture seeking asylum Résumé The multiple traumas experienced by migrants throughout the migratory journey echo experiences of exclusion as well as the difficulties and uncertainties related to administrative procedures in the host country - all of which risk “desubjectifying” the individual. For victims of torture in particular, the trauma is extreme. In order to explore processes of “resubjectification,” we conducted a longitudinal study in Athens, in a centre for victims of torture seeking asylum. What activities and resources do these individuals in exile mobilize creatively to resist processes of dehumanization? A dialogical analysis highlights the transformative potential of creative resources for the individual as a source of life and creativity. Key words: trauma, resubjectification, asylum seekers, torture - PublicationAccès libre‘This is not paranoia, this is real life’: psychosocial interventions for refugee victims of torture in Athens(2018-7-31)
; The need for culturally relevant treatment interventions for refugees focusing on post-migration factors is clearly of no small concern. To (i) explore culturally informed perspectives on trauma from an individual, qualitative perspective and (ii) track the trajectory of post-traumatic responses in relation to processes of social integration, we present the results of 12 months of research among asylum seekers and refugees in an NGO-run centre for victims of torture in Athens, Greece. This included an in-depth follow-up of 10 victims of torture, as well as interviews with 36 health professionals, seven cultural mediators and 21 refugee community leaders. A case study from the research project is presented to illustrate the substantial psychological impact of current material realities of refugee victims of torture as they adapt to their new environment. An interpersonal-social model is presented which examines various post-migration ‘feedback loops’ influencing post-traumatic symptomatology. - PublicationAccès libre“My mind is not like before”: Psychosocial rehabilitation of victims of torture in Athens(2018-7-30)
; ; - PublicationAccès libreUsing Cultural-Historical Theory to Explore Trauma among Refugee Populations in Europe(2018-6-19)
; The psychological impact of atrocities endured by refugee populations is clear, with the literature reporting significantly high prevalence rates of post-traumatic stress disorder (PTSD). Given the numerous criticisms surrounding the use of PTSD, we argue that cultural-historical psychology allows for a unique perspective in which to examine trauma among this population. Notably, we aim to bring a critical regard towards ‘psychiatrisation,’ arguing instead for a non-reductionist ontological vision of human nature and development as being rooted in cultural-historical context as well as material social practices. The results of a yearlong intervention in a center for refugee victims of torture in Athens is presented, which included 3 months of participant observation and 125 interviews with health professionals, refugee community leaders and individual victims of torture. A qualitative case study is presented to emphasise the social, cultural, and historical location of trauma. The paper highlights the need to focus on the current material ecologies of refugees entering Europe – their developmental activities in interaction with their environment. - PublicationAccès libreBeing through doing: the self-immolation of an asylum seeker in Switzerland(2018-4-9)
; In April 2016, Armin,1 an asylum seeker in a village of Switzerland, set himself alight in the public square of the town, one of a few cases reported across Europe. He performed the act following a denied request for asylum and was saved by bystanders. We present the results of two qualitative interviews conducted with Armin, his translator and his roommate following the incident. The act is theorized through the lens of a dialogical analysis focusing on the concept of social recognition. The notion of trauma is considered as a key mediating mechanism, theorized as creating ruptures in time, memory, language, and social connections to an Other. We conclude this communicative act to represent both “being-toward-death” and a relational striving toward life; a “destruction as the cause of coming into being.”
- «
- 1 (current)
- 2
- 3
- »