Voici les éléments 1 - 3 sur 3
  • Publication
    Accès libre
    Internalization: How culture becomes mind
    (2015) ;
    Gillespie, Alex
    Internalization, the process by which culture becomes mind, is a core concept in cultural psychology. However, since the 1990s it has also been the source of debate. Critiques have focused on the underlying metaphor of internal-external as problematic. It has been proposed that appropriation provides a better conceptualization, a term that focuses attention more on behavior and less on psychological processes. The present article reviews the debate and introduces the recent concepts of position exchange and symbolic resources. Position exchange focuses on the societal side of culture, on the way in which social situations shape people’s experiences. Symbolic resources focus on culture in terms of specific elements, such as books, films, and so on, which also shape people’s experiences. The key idea common to both position exchange and symbolic resources is that people move through culture, both physically and psychologically. Moving through culture shapes a series of experiences across the lifecourse, and these experiences “layer up” within individuals, forming a complex sedimentation of culture within individuals. In so far as culture is heterogeneous and fragmented, so the sedimented layers of experience will also be heterogeneous and fragmented, thus creating the tensions that underlie the dynamics of mind.
  • Publication
    Accès libre
    Collaborative Case Studies for a European cultural psychology
    (FQS : Forum Qualitative Social researchForum, 2006)
    Gillespie, Alex
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    Cornish, Flora
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    Cornish, Flora
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    Gillepsie, Alex
  • Publication
    Accès libre
    The use of symbolic resources in developmental transitions
    (2003-5-2) ;
    Duveen, Gerard
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    Gillespie, Alex
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    Ivinson, Gabrielle
    ;
    Psaltis, Charis
    This paper introduces the idea of symbolic resources as the use of cultural elements to mediate the representational work occasioned by ruptures or discontinuities in the smooth experience of ordinary life, moments when the ‘taken-for-granted’ meanings cease to be taken for granted. In particular we are concerned with the use of symbolic resources in moments of developmental transitions, that is, the mobilization of symbolic elements ranging from shared bodies of knowledge or argumentative strategies to movies, magazines or art pieces. The paper begins with a brief theoretical sketch of these ideas, and then presents three case studies, each of which involves the use of a different type of symbolic resource within a particular age group. In the first, children are observed in interaction with a peer about a conservation problem. In the second, adolescents are observed negotiating the meaning of their art productions with their peers, teachers and parents. The third example looks at Western tourists searching for spirituality, adventure and freedom in Ladakh as an alternative to the materialism of modernity. In each case the analysis of the symbolic resources employed indicates the significance of the gaze of the other in the construction of meanings, and of the various constraints operating within specific situations. The analysis also reveals different modes of use of symbolic resources, linked to changing forms of reflectivity.