Socialization

We live in a globalized world in which a person in Burkina Faso can identify with Star Wars heroes, and in which a New York trader drinks the same Starbucks coffee as his Taiwanese counterpart. How are individuals socialized in Rome, Bombay, and Tokyo? To answer this question, a unique investigation has been carried out using two scales of analysis usually tackled separately by global studies: the scale of the cosmopolitan world and its global narratives, imaginaries, iconographies; as well as the scale of everyday life and socialization to otherness. This two-fold perspective constitutes the innovative approach of this volume that endeavors to address an operationalization of the cosmopolitan perspective and reacts to current debates and new research findings.
This book was first published in 2016 as Pluriel et commun. Sociologie d’un monde cosmopolite by Les Presses de Sciences Po.
Vincenzo Cicchelli is Associate Professor of Sociology at Université Paris Descartes and Research Fellow at GEMASS, Université Paris Sorbonne/CNRS. At Brill, he is the co-editorin-chief of Youth and Globalization (with Sylvie Octobre), the series co-editor of Youth in a Globalizing World (with Sylvie Octobre), and the series co-editor of Doing Global Studies (with Stéphane Dufoix). He has published (with Sylvie Octobre) Aesthetico-Cultural Cosmopolitanism and French Youth. The Taste of the World (Palgrave, 2018).

“Vincenzo Cicchelli has written a new and much needed book. He explores people’s experiences of a shared and plural world, and the tangible, ordinary mechanisms of global society that are shaping the cultural imaginaries and the lives of individuals today. Plural and Shared is a major contribution to understanding the cultural shifts of our time and how cosmopolitanism may be understood in this context.”
– David Held, Professor of Sociology, Durham University

“Timely and important, […] a well-written and meticulously researched monograph that stands as a major contribution to the growing body of literature on cosmopolitanism. It is a ‘must read’ for anyone wanting to understand the historic and modern forces shaping our increasingly globalizing and cosmopolitan world.”
– Elijah Anderson, Professor of Sociology, Yale University

“Cicchelli has written a thought-provoking book about an important and timely topic: how can we come to terms with the cosmopolitan world, which we share but which is inherently plural, composed of different cultures and outlooks on life? To address that conundrum, the book lays foundations for a cosmopolitan sociology and shows how it can be applied to examining the cultural, subjective and experiential dimensions of global society. It is a must read for all interested in global studies and cosmopolitanism.”
– Pertti Alasuutari, Professor of Sociology, University of Tampere

In this article, I describe some of my research on caring, helping, active bystandership, and the origins of genocide and collective violence, as a background to interventions in real-world settings aimed to create positive change. They include working with teachers to create classrooms that promote caring and helping; training police to prevent or stop unnecessary harmful actions by fellow officers, and similarly students in schools to prevent harmful actions; promoting reconciliation, using trainings and workshops, and educational radio programs in Rwanda, Burundi, and the Congo; working to improve Dutch-Muslim relations in Amsterdam after violence; and a number of other projects. In these projects, information and participants' experiences combined to create "experiential understanding." Evaluation studies showed positive effects. These projects and their evaluation show that research-and theory-based interventions can be effective. An initial motivation for this work was my early childhood experience during the Holocaust in Hungary and receiving help from bystanders. Public Significance Statement This review of research, interventions, and applications in real-world settings shows that research on helping behavior and on the origins of great violence by groups can be applied to prevent violence, for example, by police or by students who would bully, and to help groups reconcile after great violence, for example, the genocide in Rwanda. It shows that knowledge gained in research can be used to make a difference in the world. Keywords: evolution of violence and of helping, passive and active bystanders, the roots of genocide, promoting reconciliation in Rwanda, preventing police violence and bullying by students I spent almost all of my professional life, starting in the mid-1960s, studying the roots of goodness (helping, caring about other people's welfare, moral courage, and active bystandership) and the roots of evil (the influences leading to genocide and mass killing, and, to a lesser extent, violent conflict and terrorism). I also engaged in activities both to increase caring, helping, and active bystandership, and to prevent harm and violence and promote reconciliation after great violence. This article is primarily about the applications of research and theory, mainly my own but also others', to real-world settings. It originates from a talk I gave at the National Summit on Violence in November 2016 at the American Psychological Association offices in Washington, D.C. The editor of this journal was present and invited me to write an article describing the "interventions" my associates and I have conducted in varied settings, my experiences along the way, and the lessons I learned, in the hope that it would help others doing similar work. He suggested that I could do this in an autobiographical manner. I begin by considering the roots in my early experience of my lifelong commitment to such work. Next, I briefly describe some of my research and theory, which guided the applications. The applications range from working with teachers to create class-Editor's Note. Continue the conversation by submitting your comments and questions about this article/book review to PeacePsychology.org/ peaceconflict. (The Editor of PeacePsychology.org reserves the right to exclude material that fails to contribute to constructive discussion.) ERVIN STAUB holds a PhD from Stanford, taught and Harvard and is Professor Emeritus and Founding Director of the PhD program in the Psychology of Peace and Violence, Department of Psychology and Brain Sciences, University of Massachusetts at Amherst. He is former President of the International Society for Political Psychology and of the Peace Psychology Division of APA. He has studied the origins of and ways to increase caring, helping, moral courage, active bystandership and altruism born of suffering, and the roots of, or societal, cultural and psychological influences leading to genocide, mass killing and intractable violent conflict and ways to prevent these. In addition to studying these he worked in many real world settings, for example to promote reconciliation after a genocide in Rwanda, improve Dutch Muslim relations in the Netherlands after violence there, training police in active bystandership to prevent fellow officers from doing unnecessary harm, and creating classrooms that promote caring. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Ervin Staub,

This article sets the scene for the other papers in this Special Issue on children's and young people's participation, by outlining the nature of the ESRC Seminar Series from which all are derived and by developing the main themes discussed at the seminars. The focus of this Issue is participation by children and young people as this relates to differing notions of social exclusion and inclusion. This article critically examines participation in the contexts of policy, practice, research and theory. In many respects the environments in each of these domains is supportive of increased participation, yet there is also much evidence of limited impact by recent participative measures and of disillusionment by many young people who have been engaged in consultation and decision-making. A way forward is suggested, which entails collaboration among all the key stakeholders including children and young people, connects participatory and social inclusion aims and mechanisms, and is committed to achieving tangible outcomes based on the wishes of children and young people.

Two questions were addressed in the present study: (1) Do autistic and normally developing children exhibit regionally specific differences in electroencephalographic (EEG) activity? (2) Do subgroups of autistic children classified according to Wing and Gould's (1979) system which emphasizes degree of social impairment exhibit distinct patterns of EEG activity? Twenty-eight children with autism (5 to 18 years of age) and two groups of normally developing children (one matched on chronological age and the other on receptive language level) participated. EEG was recorded from left and right frontal, temporal, and parietal regions during an alert baseline condition. Compared to normally developing children, autistic children exhibited reduced EEG power in the frontal and temporal regions, but not in the parietal region. Differences were more prominent in the left than the right hemisphere. Furthermore, subgroups of autistic children based on Wing and Gould's system displayed distinct patterns of brain activity. Compared to autistic children classified as “active-but-odd,” “passive” autistic children displayed reduced alpha EEG power in the frontal region.

Résumé Les techniques des sens C'est par une combinaison des cinq sens que les êtres humains perçoivent le monde, mais le mode de combinaison est loin d'être constant. Les cinq sens reçoivent différentes accentuations et différentes significations dans différentes sociétés. Ces différences sont souvent manifestées par des décorations du corps (par exemple, des disques d'oreilles, des disques labiaux, ou des ornements nasaux). Cette idée est étudiée en se référant aux Indiens Suya et Kayapo du Brésil central et aux Dogon du Mali. Les pratiques d'éducation des enfants représentent un autre moyen par lequel une société exprime et renforce sa hiérarchie sensorielle particulière, ce qu'illustre une étude des pratiques de socialisation des Wolof du Sénégal.

This study assesses the effectiveness of different types of Jewish schools in producing adult religious involvement, using a sample of 1,009 individuals from the Chicago area and an analysis of covariance design. Based on his analysis, the author concludes that the type of supplementary Jewish education received hiy over 80 percent of those Jews who have received any form of Jewish education has not had any lasting impact on their adult_religious involvement. Statistical analysis showed that the relationship between Jewish schooling and adult religious involvement is not wholly linear. Schooling exhibits threshold, plateau, and ceiling effects; it begins to have an impact at 2,000 hours, reaches a plateau between 3,000 and 4,000 hours, and obtains a maximum effect at 10,000 hours when reinforced by other agents of religious socialization. (Author/3G)

The problem of mental retardation / intellectual disability is constantly evolving. The main element pointing to the essence of functioning of people with intellectual disabilities is a person's position in the society (Błeszyński, 2013, pp. 11-25; J. L. Aber …, 1997, p. 463). “The number of children with select developmental disabilities (autism, attention deficit hyperactivity disorder, and other developmental delays) has increased, requiring more health and education services. Additional study of the influence of risk-factor shifts, changes in acceptance, and benefits of early services is needed” (C. A.Boyle, …, 2011, p. 1034). As indicated by D. D. Smitrz, the twenty-first century brought a paradigm shift from the traditionally negative conception (as a lack or limitation), to a more positive conception, in the spirit of R. Luckasson. The new approach highlighted the importance of the search for the capacity of each person and the environment in which this person lives, lear...

ABSTRACT Negotiating their double identity as Mauritians and Muslims in multilingual and in multiethnic Mauritius, Mauritian Muslims have been socialised into reading and writing in Kreol in madrassahs, while they have never been exposed to Kreol literacy in mainstream education. At the point where Kreol is being introduced as an optional school subject, and given that the Mauritian Muslim community has made particular use of written Kreol in the madrassah, this community becomes an interesting test case to explore its language and literacy ideologies with respect to Kreol. A case study approach was used to investigate madrassah informants' language and literacy ideologies, their attitudes to and perceptions of Kreol at the madrassah and at school. The findings reveal that they tolerate written Kreol at the madrassah, but that they use a French-Kreol literacy variety and aspire to shift to French in the near future. Furthermore, they have ambivalent attitudes towards the introduction of Kreol as an optional school subject and potential medium of instruction. These findings are discussed in relation to the micro-practices occurring in the madrassah and the macro-context, both of which reinforce dominant historically situated popular ideologies about Kreol literacy.

Diglossia and the socialisation process

The author discusses the concept of diglossia in the sociolinguistic aspect, but also in the cognitive one, assuming the significance of the opposition between the language of primary socialisation (unofficial and spoken) and the language of secondary socialisation (official and written) for the cognitive development of an individual functioning in a situation of diglossia. A broad interpretation of the concept is supported
in the paper, with the author extending it to cover also the simultaneous presence of a minority language (as the language of primary socialisation) and the general language of the dominant culture (as the language of secondary socialisation) due to the clearly separate nature of their functioning.

Issues that will shape the future of higher education institutions and new trends in campus architecture were the themes of a recent international seminar. Francisco Marmolejo, former consultant to the Organisation for Economic Co-operation and Development (OECD), presents here an ...

L'objectif de cet article est celui d'illustrer quelques résultats obtenus au cours d’une recherche doctorale, réalisée entre 2008 et 2010 à l'Université de Turin, qui visait à décrire et analyser les comportements quotidiens, l'imaginaire et les attitudes liées à la construction du Soi corporel sexué, dans une phase de vie qui est constamment en évolution. Grace à une stratégie de recherche intégrée (Porrovecchio, 2011, 2012a), au centre de laquelle j’ai inséré une ethnographie appliquée aux communautés virtuelles, j’ai pu faire prendre la parole (De Certeau, 1994) aux ados, en essayant de surmonter le filtre du regard des adultes. Grâce à cette stratégie, j’ai pu reconstruire l’aspect évolutif de la construction du Soi corporel sexué, objet d’un livre (Porrovecchio, 2012b) dont je propose ici quelques conclusions.

There has so far only been little research attention given to how families actively engage in promoting their health in everyday life. In this paper a theoretical framework is proposed for studies of the 'health-promoting family' with particular focus on children's health and well-being. This paper sets out a conceptual model for understanding how the family can play a part in promoting both the health of children and children's capacities as health-promoting actors. It draws on contemporary social science approaches to health, the family and children, suggesting a new emphasis on the family's ecocultural pathway, family practices and the child as a health-promoting actor.

How to cite Complete issue More information about this article Journal's homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative 155Available in www.scielo.br/paideia

Gioco di ruolo e molteplicità d'esperienza
E' credenza comune tra i giocatori credere che vi sia una distinzione oggettiva tra il personaggio giocato e il giocatore stesso. Di fatto tale distinzione non esiste: la persona che gioca prova forti emozioni all'interno di quella realtà fittizia che si trova al di là dell'inquadramento metacomunicativo (Bateson, 1972), ossia una comunicazione implicita nella comunicazione stessa che definisce il quadro di gioco. Il gioco presuppone una nuova prospettiva inserita all'interno di una realtà immaginaria e l'immersione percettiva del giocatore in un contesto dove verrà esplorato un determinato oggetto vicino o lontano all'esperienza (Geertz 1998) quale potrebbe essere amore, odio, morte, violenza, misticismo, legame con Dio, famiglia; tali oggetti cambiano radicalmente il loro volto in base a quella determinata prospettiva che si decide di inquadrare, prospettiva che andrà a delimitare il terreno di esperienza. Caratteristica fondamentale della metacomunicazione nel gioco è la riflessività: ci permette di pensare alle dimensioni sociali e culturali del mondo in cui viviamo (Shultz – Lavenda, 2015), suggerendo in tal modo che la vita ordinaria possa essere intesa in più di una maniera. Il gioco può costituire un modo per speculare su ciò che può essere, su ciò che dovrebbe essere o ciò che è (Handelman, 1977). La realtà del gioco è stata osservata come un'attività non obbligata, cioè libera, giocosa, separata all'interno da limiti spazio-temporali ed è fittizia (Caillois 1958). La realtà del gioco è veramente così fittizia e separata dalla " realtà " così come viene definito? Cos'è reale? Suggerisco qui come strumento di osservazione il gioco di ruolo: «Il gruppo di giocatori si trova sempre calato in un contesto non soltanto narrativo, linguistico, ma anche geografico, paesaggistico, dunque visivo» (Ghilardi – Salerno, 2007). Qui i giocatori si trovano ad affrontare esperienze forti, delicate, lontane e vicine rispetto alla prospettiva adottata tramite il proprio personaggio. Ma davvero vi è una netta linea di demarcazione tra personaggio e giocatore? Delle volte la linea di demarcazione tra giocatore e personaggio viene dolcemente o prepotentemente affievolita da un fenomeno chiamato bleeding. Processo psico-fisico, presentato come un'esperienza vissuta dal giocatore quando i suoi pensieri e sentimenti sono influenzati da quelli del suo personaggio o vice versa. Con sempre maggior metaforico bleeding, il confine tra giocatore e personaggio diviene sempre più trasparente. La morte di un dato personaggio, col quale si ha giocato per un breve o lungo lasso di tempo, per il giocatore può significare una morte reale? Forse è proprio il gioco, o ancor meglio il gioco di ruolo, lo strumento che può permetterci di " accogliere a braccia aperte la molteplicità, inglobarla e cibarsene […] forzandone per così dire la portata, non lasciare che essa scivoli attorno a noi, ma ci penetri per trarne arricchimento, forza, vitalità, frequentare «quella scuola che è la società degli uomini» non già per nostra esibizione (mostrare sé, il nostro noi, ma gli altri), ma per conoscere gli altri, andando così a «caccia di conoscenza» antropologica, tutto ciò si traduce in una messa in discussione dell'identità, in una modificazione inevitabile delle «leggi della coscienza» in cui ci identifichiamo " (Remotti, 2016).