Objects of study, objectivity and objectivation in attribution research

These short comments try to develop an argumentation in favour of broadening perspectives in attribution research in academic settings. A distinction is made between research purposes that merely aim at developing existing attribution paradigms, or that on the contrary aim at a better understanding of the function of these attributions in a broader societal context. According to the author such a broadening of perspectives also necessitates an analysis of different positioning in societ

Examining learning in relation to the contexts of use of ICT

Although ICT resources are commonly expected to produce uniform benefits, they are necessarily employed within pre-existing contexts of educational and social activity, and the outcome in terms of both pattern of use and learning depends on how they fit in with these. As a result, the same technology or software may have unexpectedly diverse effects, according to specific setting. If the object is to exercise control over outcome, then the conditions of use need to be planned for within the design and implementation of the technology. In order to do this, it is crucial that research gathers data on how outcomes are affected by the interplay between technology and context. This raises questions about the methods that would be appropriate for the conduct and dissemination of such research. These points are discussed in relation to three studies, one each at primary, secondary and university levels of education

Promoting beliefs in the inalienability of human rights by attributing uniquely human emotions through multiple categorization

The combination of multiple categorization (i.e., the use of multiple criteria to define others) and human identity-the superordinate group of human beings-has recently been highlighted as a method to reduce implicit (i.e., attribution of secondary emotions) and explicit (i.e., attribution of human rights) dehumanization towards Blacks. In two studies aimed to replicate such evidence the mediating role of secondary emotions in explaining the impact of multiple and human categorization in reducing dehumanization was assessed. The role of implicit cognition such as attribution of secondary emotions in leading people to attribute human rights to minorities is discussed

Images et reflets: A la découverte de la symétrie horizontale hodlérienne

Inexistent

Young people and political action: who is taking responsibility for positive social change?

A human rights perspective suggests that we are all responsible for ensuring the human rights of others, which in turn ensures that our own human rights are respected and protected. A convenience sample of 108 young people (41 males and 67 females) aged between 16 and 25 completed a questionnaire which asked about (a) levels of involvement in political activity and (b) sense of personal responsibility for ensuring that the human rights of marginalised groups (e.g. ethnic minorities, immigrants, lesbians and gay men) are protected. Findings showed that most respondents supported (in principle) the notion of human rights for all, but tended to engage in low key political activity (e.g. signing petitions; donating money or goods to charity) rather than actively working towards positive social change. Qualitative data collected in the questionnaire suggested three main barriers to respondents viewing themselves as agents of positive social change: (1) "It’s not my problem", (2) "It’s not my responsibility", and (3) a sense of helplessness. Suggestions for how political action might best be mobilised among young people are also discussed.</p