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A Field Guide to Cross-Cultural Research on Childhood Learning: Theoretical, Methodological, Practical, and Ethical Considerations for an Interdisciplinary Field - cover image

Copyright

Sheina Lew-Levy; Stephen Asatsa;

ISBN

Paperback978-1-80511-466-6
Hardback978-1-80511-467-3
PDF978-1-80511-468-0
HTML978-1-80511-470-3
EPUB978-1-80511-469-7

Language

  • English

Media

Illustrations34
Tables5

THEMA

  • JMC
  • JHMC

BISAC

  • PSY004000
  • SOC047000
  • SOC002010
  • SOC019000
  • EDU037000

Keywords

  • Cross-cultural childhood learning
  • Inclusive developmental research
  • Child development research
  • Ethics in childhood research
  • Global childhood studies

    A Field Guide to Cross-Cultural Research on Childhood Learning

    Theoretical, Methodological, Practical, and Ethical Considerations for an Interdisciplinary Field

    FORTHCOMING
    This volume addresses the critical gaps in developmental research on childhood learning by advocating for a more inclusive and cross-cultural approach. Recent studies highlight a concerning over-reliance on data from post-industrialized Western countries, raising questions about the broader applicability of findings. This book seeks to provide a comprehensive solution, bridging the gap between theory and practice.

    It offers a unique guide for researchers by combining interdisciplinary perspectives from anthropology, psychology, education, and beyond. With over 60 contributors from 21 countries, the book weaves together diverse cultural insights, challenging the narrow scope of traditional research. Each chapter features multiple perspectives, creating a coherent and thoughtful discussion of essential topics such as cultural learning, childhood, and the historical and social forces shaping development.

    'A Field Guide to Cross-Cultural Research on Childhood Learning' goes beyond theoretical discussions by offering practical advice on fieldwork, ethics, and engaging policymakers. By centering marginalized voices and emphasizing community agency, it strives to democratize developmental research.

    The format is innovative, merging the breadth of encyclopedic entries with the depth of cohesive chapters. Moreover personal reflections and photographs embedded in the book will give readers a window into the experiences of those involved in cross-cultural research on children.

    This accessible, academically rigorous volume is a must-read for scholars seeking to advance inclusive and sustainable research on childhood learning, and anybody interested in child development in a worldwide perspective.

    Table of Contents

    List of Contributors

    Acknowledgements

    List of Figures

    List of Tables

    1. Studying childhood learning across cultures

    2. A history of cross-cultural research on childhood learning

    3. Charting a middle course: Theory and methods in the practice of cross-cultural research

    4. Research methods: A collage

    5. Preparing for the field

    6. Negotiating fieldwork challenges: Voices from the field

    7. Sharing your research

    8. Learning to navigate change: Case studies in education across cultural boundaries

    9. Policy: A brief guide to understanding and influencing real-world decision making

    10. Looking forward, looking back

    Plates

    Index


    Contributors

    Sheina Lew-Levy

    (editor)
    Assistant Professor of Psychology at Durham University
    https://orcid.org/0000-0002-1250-6418
    https://www.durham.ac.uk/staff/sheina-lew-levy/

    Sheina Lew-Levy is an assistant professor of Psychology at Durham University. She holds a PhD in Psychology from the University of Cambridge (2019). Drawing from anthropological and psychological theory, she conducts research in hunter-gatherer societies to understand the cultural diversity in, and evolution of, social learning in childhood. Specifically, she has used quantitative and qualitative methods to study how and from whom BaYaka and Hadza children from Congo and Tanzania, respectively, learn through meaningful participation in everyday activities. As the co-founder and co-director of Forager Child Studies, she also conducts cross-cultural reviews and secondary data analysis on the pasts, presents, and futures of hunter-gatherer children's learning.

    Stephen Asatsa

    (editor)
    https://orcid.org/0000-0002-1045-2583
    https://cuea.edu/FASS/?personnel=dr-stephen-asatsa

    Stephen Asatsa is Senior Lecturer at the Catholic University of Eastern Africa, Kenya. He holds a PhD in Counselling Psychology. He researches Indigenous knowledge systems in Psychology with a focus on decolonization of theory, research, and practice. He has published on traditional mourning rituals, traditional marriage rites, traditional circumcision curriculum and the use of taboos in behavior regulation. He contributes to multidisciplinary research collaboration networks globally, specifically on personality psychology, cultural evolution, child development, and trauma and death literacy.