Emotions, Development and Materiality at School: a Cultural-Historical Approach.

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  • Author(s): Muller Mirza, Nathalie
  • Source:
    Integrative Psychological & Behavioral Science. Dec2016, Vol. 50 Issue 4, p634-654. 21p. 1 Diagram, 1 Chart.
  • Document Type:
    Article
  • Additional Information
    • Subject Terms:
    • Author-Supplied Keywords:
      Developmental Psychology
      Education
      Emotion
      Learning
      Semiotization
    • Abstract:
      In the school context, feelings and emotions are generally perceived as obstacles to learning. Today, however, the introduction of complex real-world issues in lessons of Geography, History or civic education, such as international migration or cultural diversity, blurs the classic boundaries between emotions and cognition when they prompt students' personal opinions and experiences. In the frame of a research on teaching and learning practices in education for cultural diversity, this paper examines how students' personal emotions were elicited in the lessons, and how they were semiotized, transformed in the course of social interactions. We analyze empirical data gathered in 12 Primary and Junior school classrooms in Switzerland. 12 teachers and 232 students (from 11 to 16 years old) participated. We adopt a cultural-historical perspective inspired by Vygotsky and his followers and show the interactional processes by which the emotions undergo semiotization and influence the unfolding of the students' psychological processes. In the sequences we analyze, using the Valsiner's schema ( Human Development, 44, 84-97, 2001), we identify three different modalities of semiotization: 1) the students' feelings are simply verbalized and linked to the speaker's affective world; 2) the verbalized emotions are reframed and interwoven with factual information; 3) the verbalized emotions are linked to information and reframed with collective emotional experiences. These processes are described, illustrated and discussed. We shed light on the central role of the verbal interventions of the teacher (who supports but also hinders the processes sometimes) and of materiality, here photographs, which mediated the teacher-student interactions. [ABSTRACT FROM AUTHOR]
    • :
      Copyright of Integrative Psychological & Behavioral Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • ISSN:
      1932-4502
    • DOI:
      10.1007/s12124-016-9348-4
    • Accession Number:
      118709350
  • Citations
    • ABNT:
      MULLER MIRZA, N. Emotions, Development and Materiality at School: a Cultural-Historical Approach. Integrative Psychological & Behavioral Science, [s. l.], v. 50, n. 4, p. 634–654, 2016. DOI 10.1007/s12124-016-9348-4. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=c9h&AN=118709350. Acesso em: 20 set. 2020.
    • AMA:
      Muller Mirza N. Emotions, Development and Materiality at School: a Cultural-Historical Approach. Integrative Psychological & Behavioral Science. 2016;50(4):634-654. doi:10.1007/s12124-016-9348-4
    • APA:
      Muller Mirza, N. (2016). Emotions, Development and Materiality at School: a Cultural-Historical Approach. Integrative Psychological & Behavioral Science, 50(4), 634–654. https://doi.org/10.1007/s12124-016-9348-4
    • Chicago/Turabian: Author-Date:
      Muller Mirza, Nathalie. 2016. “Emotions, Development and Materiality at School: A Cultural-Historical Approach.” Integrative Psychological & Behavioral Science 50 (4): 634–54. doi:10.1007/s12124-016-9348-4.
    • Harvard:
      Muller Mirza, N. (2016) ‘Emotions, Development and Materiality at School: a Cultural-Historical Approach’, Integrative Psychological & Behavioral Science, 50(4), pp. 634–654. doi: 10.1007/s12124-016-9348-4.
    • Harvard: Australian:
      Muller Mirza, N 2016, ‘Emotions, Development and Materiality at School: a Cultural-Historical Approach’, Integrative Psychological & Behavioral Science, vol. 50, no. 4, pp. 634–654, viewed 20 September 2020, .
    • MLA:
      Muller Mirza, Nathalie. “Emotions, Development and Materiality at School: A Cultural-Historical Approach.” Integrative Psychological & Behavioral Science, vol. 50, no. 4, Dec. 2016, pp. 634–654. EBSCOhost, doi:10.1007/s12124-016-9348-4.
    • Chicago/Turabian: Humanities:
      Muller Mirza, Nathalie. “Emotions, Development and Materiality at School: A Cultural-Historical Approach.” Integrative Psychological & Behavioral Science 50, no. 4 (December 2016): 634–54. doi:10.1007/s12124-016-9348-4.
    • Vancouver/ICMJE:
      Muller Mirza N. Emotions, Development and Materiality at School: a Cultural-Historical Approach. Integrative Psychological & Behavioral Science [Internet]. 2016 Dec [cited 2020 Sep 20];50(4):634–54. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=c9h&AN=118709350