Conflict transformation and history teaching: social psychological theory and its contributions

The aim of this introductory chapter is to render intelligible how history teaching can be enriched with knowledge of social psychological theories that deal with the issue of conflict transformation and partcularly the notions of prejudice reduction and reconciliation. A major aim of history teaching is to engage students with historical texts, establish historical significance, identify continuity and change, analyse cause and consequence, take historical perspectives and understand the ethical dimensions of historical interpretations. Such teaching, enriched with social psychological theory, will enlarge the notion of historical literacy into a study of historical culture and historical consciousness in the classroom so that students become reflective of the role of collective memory and history teaching in processes of conflict transformation and understand the ways in which various forms of historical consciousness relate the past, present and future. This is what the editors of this volume call an interdisciplinary paradigm of transformative history teachin

Social representations and the politics of participation

Recent work has called for the integration of different perspectives into the field of political psychology (Haste, 2012). This chapter suggests that one possible direction that such efforts can take is studying the role that social representations theory (SRT) can play in understanding political participation and social change. Social representations are systems of common-sense knowledge and social practice; they provide the lens through which to view and create social and political realities, mediate people's relations with these sociopolitical worlds and defend cultural and political identities. Social representations are therefore key for conceptualising participation as the activity that locates individuals and social groups in their sociopolitical world. Political participation is generally seen as conditional to membership of sociopolitical groups and therefore is often linked to citizenship. To be a citizen of a society or a member of any social group one has to participate as such. Often political participation is defined as the ability to communicate one's views to the political elite or to the political establishment (Uhlaner, 2001), or simply explicit involvement in politics and electoral processes (Milbrath, 1965). However, following scholars on ideology (Eagleton, 1991; Thompson, 1990) and social knowledge (Jovchelovitch, 2007), we extend our understanding of political participation to all social relations and also develop a more agentic model where individuals and groups construct, develop and resist their own views, ideas and beliefs. We thus adopt a broader approach to participation in comparison to other political-psychological approaches, such as personality approaches (e.g. Mondak and Halperin, 2008) and cognitive approaches or, more recently, neuropsychological approaches (Hatemi and McDermott, 2012). We move away from a focus on the individual's political behaviour and its antecedents and outline an approach that focuses on the interaction between psychological and political phenomena (Deutsch and Kinnvall, 2002) through examining the politics of social knowledge

Power struggles in the remembering of historical intergroup conflict: hegemonic and counter-narratives about the Argentine “Conquest of the Desert”

This work has been supported by funding from the research projects PICT-2012–1594 and PICT-2014–1003 (FONCyT-Argentina), and a grant from the Latin American Studies, University of Uta

Diasporic virginities: social representations of virginity and identity formation amongst British arab muslim women

This study compares how practising and non-practising British Arab Muslim women position themselves in relation to representations of virginity. Overall, in our qualitative study, we found that representations of culture and religion influenced social practices and social beliefs in different ways: non-practising Muslim women felt bound by culture to remain virgins, while practising Muslim women saw it as a religious obligation but were still governed by culture regarding the consequences of engaging in premarital sex. Interestingly, some practising Muslim participants used Mut’a (a form of temporary ‘marriage’) to justify premarital sex. This, however, did not diminish the importance of virginity in their understanding and identification as Arab women. In fact, this study found that virginity, for the British Arabs interviewed, embodied a sense of ‘Arabness’ in British society. Positioning themselves as virgins went beyond simply honour; it was a significant cultural symbol that secured their sense of cultural identity. In fact this cultural identity was often so powerful that it overrode their Islamic identities, prescribing their behaviour even if religion was seen as more ‘forgiving’

The 'absolute existence' of phlogiston: the losing party's point of view.

Long after its alleged demise, phlogiston was still presented, discussed and defended by leading chemists. Even some of the leading proponents of the new chemistry admitted its ‘absolute existence’. We demonstrate that what was defended under the title ‘phlogiston’ was no longer a particular hypothesis about combustion and respiration. Rather, it was a set of ontological and epistemological assumptions and the empirical practices associated with them. Lavoisier’s gravimetric reduction, in the eyes of the phlogistians, annihilated the autonomy of chemistry together with its peculiar concepts of chemical substance and quality, chemical process and chemical affinity. The defence of phlogiston was the defence of a distinctly chemical conception of matter and its appearances, a conception which rejected the chemist’s acquaintance with details and particularities of substances, properties and processes and his skills of adducing causal relations from the interplay between their complexity and uniformity

Adult women and ADHD: on the temporal dimensions of ADHD identities

This paper uses conceptual resources drawn psychosocial process thinking (Stenner, 2017, Brown and Reavey, 2015, Brown and Stenner, 2009) and from G.H. Mead in particular, to contribute to an emerging body of work on the experiences of adult women with ADHD (Singh, 2002, Waite and Ivey, 2009, Quinn and Madhoo, 2014, Horton-Salway and Davies, 2018). It has a particular focus on how ADHD features in the construction of women’s identities and life-stories and it draws upon findings from a qualitative investigation of adult women diagnosed or self-diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). A theoretically informed ‘thematic decomposition’ of 16 depth interviews reveals how complex processes of identity transformation are mediated by the social category of ADHD. Through this process, pasts are reconstructed from the perspective of an ‘emergent’ identity that offers participants the potential for a more enabling and positive future

Do master narratives change among High School Students?: a characterization of how national history is represented

Master narratives frame students’ historical knowledge, possibly hindering access to more historical representations. A detailed analysis of students’ historical narratives about the origins of their own nation is presented in terms of four master narrative characteristics related to the historical subject, national identification, the main theme and the nation concept. The narratives of Argentine 8th and 11th graders were analyzed to establish whether a change toward a more complex historical account occurred. The results show that the past is mostly understood in master narrative terms but in the 11th grade narratives demonstrate a more historical understanding. Only identification appears to be fairly constant across years of history learning. The results suggest that in history education first aiming at a constructivist concept of nation and then using the concept to reflect on the national historical subject and events in the narrative might help produce historical understanding of a national past.This article was written with the support of projects EDU-2010-17725 (DGICYT, Spain) and PICT-2008-1217 (ANPCYT, Argentina), coordinated by the first author. We are grateful for that support

The boomerang effect of radicalism in Discursive Psychology: A critical overview of the controversy with the Social Representations Theory.

This article provides a critical overview of the controversy between the Radical approach to Discursive Psychology (RDP) and the Social Representations Theory (SRT) and aims: a)?to show what is potentially complementary and contradictory in Discursive Psychology (DP) and the Social Representations Theory, when and why they are incompatible, and whether and how it is possible and/or desirable to integrate these two approaches. b)?to describe how the radicalism of the socio-constructionist thesis upheld by Discourse Analysis can give rise to several hard-to-solve problems, which may then be translated into a boomerang effect. In the final section, it highlights interest in dialog and “cross-fertilization” between researchers inspired by the less radical approach to discursive psychology and those inspired by the Social Representations Theory, pointing out the effect of methodological implications that would ensue