Página 1 dos resultados de 1170 itens digitais encontrados em 0.012 segundos

Referenciais teórico-críticos em psicologia escolar: uma análise a partir da Teoria Crítica da Sociedade; Theoretical and critical frameworks in school psychology: an analysis based on the Critical Theory of Society

Brasil, Ricardo Taveiros
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 29/04/2015 PT
Relevância na Pesquisa
36.31%
Este trabalho tem por objetivo verificar como se apresenta e se discute a temática dos referenciais teórico-críticos em psicologia escolar no conjunto da produção acadêmica que reúne as pesquisas defendidas em programas de pós-graduação stricto-sensu (psicologia/educação) de universidades das regiões sul e sudeste do Brasil, entre os anos de 1984 e 2013. Para tanto, foram consultadas as bibliotecas virtuais da Universidade de São Paulo (USP) e da Pontifícia Universidade Católica de São Paulo (PUC-SP). Obteve-se acesso ao número de 1.109 resumos, cuja leitura permitiu que se chegasse a 27 estudos (dissertações de mestrado, teses de doutorado e uma tese de livre-docência) que, por sua vez, trouxeram elementos em relação aos quais foi possível empreender uma análise orientada pelo referencial da Teoria Crítica da Sociedade (sobretudo pelas elaborações teóricas de Theodor W. Adorno, Max Horkheimer e Herbert Marcuse). A partir da leitura desses 27 resumos, foram criadas seis categorias que balizaram o trabalho de análise dos dados. São elas: Movimento contraditório da razão na ciência / Concepção de ideologia que se apresenta / Papel exercido pela tecnologia na educação / A pseudoformação e a inibição do pensamento / Concepções acerca das relações teoria-práxis / Tensões nas relações indivíduo-sociedade. Os dados numéricos a respeito de referenciais teóricos adotados nos trabalhos selecionados conduzem aos seguintes indicadores: maior quantidade de estudos orientados por referenciais teóricos da Psicologia Histórico-Cultural e da Psicologia Institucional. Quanto ao delineamento metodológico dessas pesquisas...

Psicologia e educação: aproximação e apropriação

Tonus, Karla Paulino
Fonte: Universidade Estadual Paulista (UNESP) Publicador: Universidade Estadual Paulista (UNESP)
Tipo: Tese de Doutorado Formato: 184 f.
POR
Relevância na Pesquisa
36.31%
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); Pós-graduação em Educação Escolar - FCLAR; Este trabalho originou-se a partir das indagações a respeito da contribuição da psicologia da educação ao trabalho educativo. Entende-se que um dos modos de efetivação de tal contribuição é por meio da disciplina “psicologia da educação” em cursos de formação de professores. Nesta tese defende-se que o ensino de psicologia seja objetivado mediante uma perspectiva crítica, na qual se apresenta a concepção de homem constituído historicamente. A ênfase nesta perspectiva decorre após a análise dos fundamentos que oferecem embasamento teórico às práticas educativas orientadas pela psicologia da educação. Assim, defende-se que os conteúdos da referida disciplina sejam apropriados pelos professores, com a mediação de categorias que fundamentam a concepção de homem numa perspectiva sócio-histórica. Oferecer elementos para se pensar na educação dirigida ao homem concreto é uma das contribuições que a psicologia pode oferecer ao trabalho educativo comprometido com a superação de objetivações genéricas em-si. Este pressuposto busca respaldo na psicologia de Vigotski, que desde meados da década de vinte do século XX...

La psicología feminista crítica en el suroeste semiperiférico europeo : el intrigante caso de Portugal; Critical feminist psychology from the semipheric southwest of Europe : the intriguing case of Portugal

Oliveira, João Manuel de; Saavedra, Luísa; Neves, Sofia; Nogueira, Conceição
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Artigo de Revista Científica
Publicado em //2013 SPA
Relevância na Pesquisa
46.17%
Buscamos explorar en este texto los desarrollos en el campo de la psicología crítica feminista en Portugal. Haciendo uso de una narrativa figura-fondo, pondremos en contraste estos desarrollos con la hegemonía de la psicología mainstream en Portugal. En la primera sección, contextualizamos la psicología en Portugal histórica y sociológicamente. En la segunda, exploramos las que están consideradas como las mejores prácticas en la investigación en este campo en Portugal, usando algunos textos meta -analíticos sobre investigación psicológica llevados a cabo en este país. En la última sección, nos centramos en la perspectiva feminista crítica y sus desarrollos, un desarrollo particular de la psicología crítica en el país. Este texto explora lo que significa hacer psicología en este contexto específico y deconstruye algunas de las asunciones de la cientifización de la Psicología. Por lo tanto, abordamos tanto la producción de la psicología mainstream como el desarrollo específico de la crítica, nutrida por epistemologías feministas. Estos enfoques en psicología contextualizarán estas prácticas en la posición semiperiférica que ocupa Portugal dentro de la producción psicológica.; In this piece we aim to explore the developments in the field of critical feminist psychology in Portugal. Using a figure-ground narrative...

Troubling humanity: towards a queer feminist critical psychology; Problematizando a humanidade: para uma psicologia crítica feminista queer

Oliveira, J. M.; Costa, C.; Carneiro, N. S.
Fonte: Discourse Unit Publicador: Discourse Unit
Tipo: Artigo de Revista Científica
Publicado em //2014 ENG
Relevância na Pesquisa
66.16%
This text is based on an appraisal of theoretical developments in queer feminisms and seeks to translate such concerns to a field of inquiry that we call queer feminist critical psychology. The text uses the concept of homonormativity as a specific apparatus of heteronormativity to tackle sexual politics and neoliberalism and applied to two interrelated domains: citizenship and the family. Such a perspective entails a critique of these notions in terms of the exclusionary assumptions they are based on and read as an example of the effects of homonormativity. Issues of representability are also discussed within this framework showing how these family and citizenship concepts are only intelligible within the scope of certain assumptions of gender, sexuality and political economy. The article also analyses issues of recognition of humanity that are always already derived from these norms. The construction of alternative forms of knowledge, specifically queer feminist critical psychology, implies taking into account these intersected spheres to produce knowledge that is situated and attentive to these norms, for the purposes of deconstruction.

O processo de ensinar-aprender uma perspectiva crítica em psicologia escolar e educacional: histórias compartilhadas por uma supervisora e uma estagiária; The process of teaching-learning educational and school psychology in a critical perpective: stories shared by a supervisor and an intern

Barbosa, Fabiana Marques
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Dissertação
POR
Relevância na Pesquisa
36.27%
Em vista das discussões realizadas, desde a década de 1980, acerca de uma concepção crítica em Psicologia Escolar e Educacional, esta investigação pretendeu compreender o processo de apropriação desta concepção por uma supervisora de estágio e uma estagiária em Psicologia de uma Instituição de Ensino Superior de Minas Gerais. Respaldada pelas contribuições da Psicologia histórico-cultural, a escolha metodológica orientou-se por conhecer a trajetória de formação das participantes da pesquisa, mediante a modalidade investigativa da história oral temática. As participantes concederam seus depoimentos em sessões de entrevista, totalizando quatro sessões com cada uma, com duração de quarenta minutos, em média. A análise deste material possibilitou a construção de cinco categorias, a saber: a mediação do outro como processo inerente às escolhas profissionais e à aprendizagem teórico-prática; os desafios e contradições como parte fundamental do processo de apropriação de uma perspectiva crítica, sugerindo que a aprendizagem é desenvolvida dialeticamente; a atividade prática e os estudos teóricos como componentes indispensáveis para a apropriação conceitual, sendo indicada pelas análises a necessidade de compreender teoria e prática como uma unidade dialeticamente relacionada no processo de aprendizagem; o estágio supervisionado como atividade essencial para o aprendizado do futuro psicólogo escolar...

Reading between the lines: applying multimodal critical discourse analysis to online constructions of breast cancer

Gibson, A.F.; Lee, C.; Crabb, S.
Fonte: Routledge Publicador: Routledge
Tipo: Artigo de Revista Científica
Publicado em //2015 EN
Relevância na Pesquisa
45.87%
The Internet offers rich opportunities for examining the construction of health and illness through multiple visual and textual modes. Multimodal Critical Discourse Analysis (MCDA) is a method that provides researchers with the tools to critically examine online constructions of health and illness. We discuss our use of MCDA to analyse four Australian breast cancer websites. We examine how breast cancer is constructed through the online presentation of information and support services. We also discuss four key points of MCDA: meaning is multimodal, language is never neutral, meanings are infused with power relations, and underlying choices and assumptions need to be analysed. We illustrate these points by examining how these websites construct the message that women can “live well with breast cancer.” MCDA enables a critical examination of visual and textual constructions of health and illness within spaces that are central to the communication of health information, knowledge, and experience.; Alexandra Farren Gibson, Christina Lee & Shona Crabb

Standards for the preparation and writing of Psychology review articles

Fern??ndez-R??os, Luis; Buela-Casal, Gualberto
Fonte: Asociaci??n Espa??ola de Psicolog??a Conductual Publicador: Asociaci??n Espa??ola de Psicolog??a Conductual
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
46.03%
The synthesis of bibliographical resources addressing a topic is an interesting subject for research. It is included as part of literature reviews. The aim of this theoretical study is to establish a series of standards for planning, preparing and writing Psychology review articles. With this aim, the study suggests a set of guidelines for the structuring and justification of content for these types of articles: organisation of the article, background understanding of the topic, literature review, style and understanding of argumentative structure, theoretical and practical relevance of conclusions, the critical and interdisciplinary perspectives of the article, recommendations for future research and what the article can bring to the future advancement of the discipline. The work concludes on the relevance of the study undertaken and accepts the importance of undertaking the necessary reviews from the interdisciplinary perspective of building psychological understanding.; La s??ntesis de recursos bibliogr??ficos acerca de un tema es una interesante actividad de investigaci??n. Se incluye dentro de las revisiones de bibliograf??a. El objetivo del presente estudio te??rico es establecer la estructura de una serie de normas para planificar...

Why theory matters: Analytical strategies of Critical Psychology

SCHRAUBE,Ernst
Fonte: Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Publicador: Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/09/2015 EN
Relevância na Pesquisa
66.26%
Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization.

Online research methods in psychology: methodological opportunities for critical qualitative research

Morison, T.; Gibson, A.F.; Wigginton, B.; Crabb, S.
Fonte: Taylor and Francis Publicador: Taylor and Francis
Tipo: Artigo de Revista Científica
Publicado em //2015 EN
Relevância na Pesquisa
46.07%
This special issue showcases the contributions of mostly early career researchers to illustrate the methodological opportunities and challenges that arise in doing critical qualitative research on the Internet. As we discuss, the articles included in this special issue demonstrate innovative qualitative methods that can be applied to Internet research and the steps that need to be taken to conduct rigorous and ethical qualitative research, from a critical psychological perspective. This special issue focuses on a range of methodological issues that can arise while conducting qualitative research online. The authors are seen to acknowledge the power relations that shape online spaces and relationships, and to reflexively and continually consider their roles in data collection or generation. The articles presented in this special issue also highlight ways in which critical qualitative researchers can innovatively negotiate the ethical issues that can occur within a dynamic context, and challenge the status quo through conducting this type of research. Online spaces continually change and present ongoing opportunities and challenges for researchers, yet, this special issue illustrates how critical qualitative researchers are well equipped to continue developing this line of research.; Tracy Morison...

Embodiment, Lived Experience and Anorexia : the Contribution of Phenomenology to a Critical Therapeutic Approach.

Jordi Sanz; Ian Burkitt
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Article; info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion Formato: text/html
Publicado em //2001 ENG
Relevância na Pesquisa
56.24%
In this piece we will consider the work of Maurice Merleau-Ponty as it relates to critical psychology and also discuss the possibility of its use as a theoretical framework for empirical studies. We will focus specifically on Merleau-Ponty’s concepts of perception and embodiment and ask what these may add to perspectives within critical psychology. In terms of these concepts, Merleau-Ponty offers a radically different view of perception from that which is common in mainstream psychology, along with a radically different view of human embodiment. Given this, we believe that many of his ideas are important for critical psychology and could give it an alternative direction. Phenomenological perspectives are also of use in critical, empirical studies, and here we use the concepts of perception and embodiment to reassess the literature on anorexia nervosa. It is our contention that these concepts allow us to rethink the embodied nature of anorexia, particularly in terms of the way that the body is conceptualised in the clinical literature, but also the absence of a notion of the lived body from some feminist accounts.

O paradigma estético e a psicologia: ressonâncias; Art and psychology: a resemblance

Moehlecke, Vilene
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 19/03/2012 POR
Relevância na Pesquisa
46.04%
Como bailarina e psicóloga, problematizo o "Fazer Psi", traçando ressonâncias entre Paradigma Estético e Psicologia. Procuro mapear movimentos teóricos e práticos, cartografando experiências e falando de auto-implicação. Deleuze e Guattari discorrem sobre a existência como obra de Arte, criações ético-estéticas, constituintes de modos de existência ou estilos de vida. É o que Nietzsche descobria como a operação artista da vontade de potência, a invenção de novas "possibilidades de vida". Proust fala do tempo redescoberto que há na Arte, como possibilidade de transmutação. Do mesmo modo, discuto a "Psicologia Estética", apostando em sua plasticidade e diversidade, o que nos propicia diferentes formas de intervir. Simulando ensaios, lanço-me ao proibido! E que nos seja permitido cair, para que o novo possa surgir daí.   ; In this paper, "Work in Psychology" were discussed looking for a resemblance between art and psychology. Theoretical and practical issues were identified, including experiences and self-understanding. Deleuze and Guattari argued that life is a work of art; an esthetic-ethnological creation, associated to developmental or life style factors. Nietzsche compared such issues with a certain thirst for power...

Uma crítica às teorias clássicas da aprendizagem e à sua expressão no campo educativo; Una crítica a las teorías clásicas de aprendizaje y a su expresión en el campo educativo; A critical argument on classical learning theories and on the way they are expressed in educational practices

Tunes, Elizabeth; Tacca, Maria Carmen; Martínez, Albertina
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 22/12/2010 POR
Relevância na Pesquisa
46.08%
Neste trabalho, tem-se o intuito de buscar compreender modos de interpenetração da psicologia e da educação. A reflexão é tecida tomando-se as teorias da aprendizagem como o cenário de um ciclo de produção teórica da psicologia, buscando-se fios das meadas em modos concretos com que professores e estudantes afirmam suas práticas no campo da educação. Tendo como fundamento a perspectiva histórico-cultural da psicologia, é feito um exame crítico das teorias de aprendizagem mais conhecidas, procurando-se demonstrar seus pontos de convergência e seus limites para tratar da diversidade das formas de aprendizagem humanas, especialmente as que acontecem no âmbito da instituição escolar.; En este trabajo se intenta comprender algunas de las formas de interpenetración entre Psicología y Educación. El escenario para la reflexión lo constituyen las teorías de aprendizaje como un ciclo de producción teórica de la Psicología, siendo el hilo conductor la  búsqueda de las formas concretas en que profesores y estudiantes afirman sus prácticas en el campo de la Educación. A partir de la Teoría histórico-cultural del a Psicología se hace un análisis crítico de las teorías de aprendizaje más conocidas, procurándose demostrar sus puntos de convergencia y también sus límites para explicar la diversidad de formas de aprendizaje humano...

Extended education and the re-definition of the role of educational psychology for science and mathematics teachers; A formação continuada e a re-significação do papel da psicologia da educação para os professores de ciências e matemática

Maria Marques Zanforlin Pires de Almeida, Inês; Francesca Conte de Almeida, Sandra
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 13/03/2012 POR
Relevância na Pesquisa
46.06%
This article aims to address the topic of continued teacher education, one of the main themes of the PhD thesis in psychology Re-definition of the Role cif Educational Psychology in Continued Education of Science and Mathetnatics Teachers. By tracing the historical path of the different trends, concepts and movements regarding continued education and the relationship between psychology and education, it has been possible to develop severa! guidelines and reflections related to pedagogical praxis, continued teacher education and the possible role of educational psychology in this context.   ; Este artigo propõe-se a abordar o tema da formação continuada de professores, que constituiu um dos eixos da tese de doutoramento em Psicologia, intitulada Re- significação do Papel da Psicologia da Educação na Formação C'ontinuada de Professores de Ciências e Matemática. A recuperação do percurso histórico de diferentes tendências, concepções e movimentos relativos à formação continuada e às relações da psicologia com a educação permitiu a elaboração de alguns encaminhamentos e considerações sobre a praxis pedagógica, a formação continuada de professores e o papel que a psicologia da educação pode exercer nesses contextos.   

Redifinition of the role played by psychology in the continuing education of sciences and mathematics teachers; Re-significação do papel da psicologia na formação continuada de professores de ciência e matemática

Maria Z. Pires de Almeida, Inês; Francesca Conte de Almeida, Sandra
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 09/04/2012 POR
Relevância na Pesquisa
45.93%
 In 1996 the first public institution directed towards de development of open distance education in Brazil was established: Universidade Aberta do Distrito Federal (UNAB-DF). Through an agreement with Capes/MEC, UNAB-DF developed the Pro-Ciencias program, a refresher course for Chemistry, Physics, Biology and Mathematics teachers over the two year period of 1997/1998. The methodology is original in that it is a distance and semi-taught course in the form of modules. Among these, there is a common module, Immersion in the Educational Process in Sciences, which aims at reflecting upon the role of Educational Psychology in Continued Education of teachers. The knowledge drawn from psychological theory aims at self-knowledge and skills development for everyday classroom activities, incorporating reflective attitudes toward classroom practice, problem identification and the devising of concrete and feasible solutions.; Em 1996, implantou-se a Universidade Aberta do Distrito Federal, a primeira instituição pública superior, no País, voltada ao desenvolvimento da educação aberta e à distância. No biênio 1997/1998, a UNAB/DF desenvolveu o Projeto Pró-Ciências, elaborado e financiado pela Capes/MEC, curso de aperfeiçoamento para professores...

A critical psychology of the postcolonial

Hook, Derek
Fonte: London School of Economics and Political Science Research Publicador: London School of Economics and Political Science Research
Tipo: Article; PeerReviewed Formato: application/pdf
Publicado em //2005 EN; EN
Relevância na Pesquisa
56.2%
Of the theoretical resources typically taken as the underlying foundations of critical social psychology, elements, typically, each of Marxism, feminism, psychoanalysis, and Post-Structuralism, one particular mode of critique remains notably absent: postcolonial theory. What might be the most crucial contributions that postcolonial critique can make to the project of critical psychology? One answer is that of a reciprocal forms of critique, the retrieval of a ‘psychopolitics’ in which we not only place the psychological within the register of the political, but - perhaps more challengingly - in which the political is also, strategically, approached through the register of the psychological. What the writings of Fanon and Biko make plain in this connection is the degree to which the narratives and concepts of the social psychological may be reformulated so as to fashion a novel discourse of resistance, one that opens up new avenues for critique for critical psychology, on one hand, and that affords an innovative set of opportunities for the psychological investigation of the vicissitudes of the postcolonial, on the other

Future directions for a critical social psychology of racism/antiracism

Howarth, Caroline; Hook, Derek
Fonte: London School of Economics and Political Science Research Publicador: London School of Economics and Political Science Research
Tipo: Article; PeerReviewed Formato: application/pdf
Publicado em /10/2005 EN; EN
Relevância na Pesquisa
46.2%
A variety of possible future directions for a critical psychology of racism/antiracism may assist us in avoiding the trappings of conceptual/methodological homogeneity and disciplinary insularity. Greater reference to the literature of fiction, to the epistemological domain of the aesthetic, may benefit us given that it permits different positionings, imaginings and modes of self-reflection than afforded within the strict truth-conditions of mainstream social science practice. We stand also to profit from greater attention to personal experience and to the embodied materiality of everyday life, powerful themes in the oft-neglected Black Consciousness tradition of critique. Likewise, a renewed focus on subjectification. This is particularly pressing for critical social psychology given that certain of the formative conditions of the subject subjectivity may be taken to predate psychological subjectivity; without an adequate engagement with such factors (sociality, materiality, the bodily, the historical) we fail to apprehend the psychic life of power. Lastly, an innovative and critically effective social psychology of racism/antiracism cannot neglect the collaborative opportunities afforded by cultural studies, postcolonial criticism and contemporary social theory. The concepts of performativity...

Grappling with the structural from a situated perspective

Busch-Jensen,Peter
Fonte: Psychology in Society Publicador: Psychology in Society
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
Relevância na Pesquisa
56.2%
The aims of this article are threefold. Firstly, the article is an attempt to contribute to discussions about what a Marxist psychology might look like, from an impression of Marx and Marxism generally having much too little to say about people's everyday lives and the situated and practical aspects of people's mental life. Secondly, the article links this discussion to the relationship between method and critical thinking and the importance of a critical position that does not voice critique from some potentially totalizing platform, nor from some detached position of "nowhere". The former is a risk in much Marxist theorizing. The latter is a risk in much post-structuralist critique, as discussed in relation to the work of Michel Foucault. Finally, taking a point of departure in an empirical example and ideas from German-Danish critical psychology, the text's overall ambition is to outline and discuss how a subject-scientific psychology can include and develop its attention to the organizational, structural and political dimensions of people's everyday lives.

Industrial psychology: Goodness of fit? Fit for goodness?

van Vuuren,Leon J.
Fonte: SA Journal of Industrial Psychology Publicador: SA Journal of Industrial Psychology
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2010 EN
Relevância na Pesquisa
46.06%
ORIENTATION: This theoretical opinion-based paper represents a critical reflection on the relevance of industrial psychology. RESEARCH PURPOSE: Against a historical-developmental background of the discipline, the inquiry questions its goodness of fit, that is its contribution to organisation and society. MOTIVATION FOR THE STUDY: Regular introspection in the discipline ensures that it remains relevant in both science and practice. As such, such introspection calls for a meta-theoretical imperative, to ensure that industrial psychology is fully aware of how the theoretical models applied in the discipline influence people and the society that they form part of RESEARCH DESIGN, APPROACH AND METHOD: The question of industrial Psychology's potential fit for goodness that is broader than what is merely good for the organisation and its employees is explored with a view to enhancing its relevance. The exploration is conducted through the utilisation of theoretical argumentation in which industrial psychology is analysed in terms of contextual considerations that require the discipline to evaluate its real versus its potential contribution to society. MAIN FINDINGS: It is found that the fit is limited to its relevance for inwardly focused organisational behaviour due to its endorsement of the instrumental (strategic) motives of organisations that subscribe to an owner and/or shareholder agenda. PRACTICAL/MANAGERIAL IMPLICATIONS: In light of the main finding...

Psychology in society (PINS) and traditions: Back towards a critical African psychology

Ratele,Kopano
Fonte: Psychology in Society Publicador: Psychology in Society
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/11/2014 EN
Relevância na Pesquisa
66.34%
Tradition is an ubiquitous yet in the main veiled question in the annals of Psychology in Society (PINS) and critical psychology. The traditions I have in mind are what might be provisionally be referred to as "African traditions". Critical psychology seems to be comfortable with neglecting doing some self-examination on its African traditions or absence thereof. In this article I thus reflect on PINS's and critical psychology's knowledge traditions, including our intellectual ancestry, and their dis/connections to Africa. I suggest that we might want to ask ourselves questions such as what, for whom is, and why a critical psychology, in a recently liberated society, on this continent, today, if it is not simply and mainly opposed to mainstream psychology. I contend that it is important within the context of imperial and colonial knowledge that marginalises thought from the global South for critical psychologists to account for their own traditions, not only others' traditions, and link to critical African thought from beyond our borders.

How we learned to stop worrying and work with government

van Niekerk,Ashley; Ratele,Kopano; Seedat,Mohamed; Suffla,Shahnaaz
Fonte: Psychology in Society Publicador: Psychology in Society
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/11/2014 EN
Relevância na Pesquisa
46.09%
In the aftermath of the 1980s legislation introduced under the "total strategy" of the South African government under then president PW Botha, critical social scientist groupings reflected on the intellectual and programmatic responses required to counter the racist and undemocratic policies of the time. Since the formal demise of these polices and despite the profound political shifts in 1994 to representative government, questions that reflect on the contemporary role of critical social science are still considered pertinent. We reflect on what the orientations of social science to government in our new and evolving democratic dispensation should be, and whether critical scientists can remain critical and work with government, or whether engagement with the state, of necessity, compromises criticality. The extensive and sustained nature of violence and injury, a leading contributor to South Africa's social and health malaise, has suggested that a coordinated, multi-sectoral and evidence-led partnership is required for its reduction. Our engagement with this issue has been through the development of a Strategic Framework for Violence and Injury Prevention, which we regard as indicative of some recognition by government of the inclusion of critical voices for an effective collective response. However...