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Zittoun, Tania
Nom
Zittoun, Tania
Affiliation principale
Fonction
Professeure ordinaire
Email
tania.zittoun@unine.ch
Identifiants
Résultat de la recherche
Voici les éléments 1 - 4 sur 4
- 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.
- PublicationAccès libreLife-Course : A Socio-Cultural Perspective(2012)This chapter characterizes a socio-cultural psychology of the life-course, and shows how it differs from other approaches of the life-course. General principles for such a psychology are highlighted, and a particular attention to ruptures, transitions, and the processes these involve, is proposed. Such a basic “grammar” enables us to highlight a few dynamics of development; empirical situations chosen along typical life-courses exemplify them. Issues to be further examined can thus be highlighted.
- PublicationAccès libreTransitions. Development through symbolic resourcesWhat do young people do with the novels they read, the films they see, the music they hear and sing? How do these cultural products act as 'symbolic resources' in the process of development? And what can we, as researchers, learn by studying people's uses of fiction? This monograph approaches development through the study of transitions and the processes of exploration that follow ruptures in people's lives. Specifically, it examines young people's symbolic responsibility as they have to choose among the wide range of cultural products societies exposes them to. The book thus examines the books, films and music that young people mobilize when they need to redefine their identity, learn informal know-how, or have to confer meaning to what happens to them in transitions. The book has a theoretical scope. It draws on cultural psychology and psychoanalysis to formulate the importance of semiotic mediation in thinking, feeling and acting. Its main contribution is to propose a model for analyzing uses of symbolic resources, such as books and films, in everyday life. It thus shows how uses of symbolic resources can enable new forms of experiences and conduct. It finally highlights social and personal conditions that might facilitate or hinder developmental uses of symbolic resources. The book, based on in-depth case studies, is addressed to scholars, professional and students in the fields of youth, culture and the media, cultural and developmental psychology, and life-long education.
- PublicationAccès libreThe use of symbolic resources in developmental transitions(2003-5-2)
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