从内心学习

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
A. Suchodoletz, Tessa J. McNaboe
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引用次数: 0

摘要

摘要:大多数发展科学都是在所谓的怪异叙事中发生的:西方、受过教育、工业化、富裕、民主。尽管发展心理学长期以来一直依靠跨文化研究来丰富和告知人类发展理论,但对来自怪异国家的儿童的狭隘关注造成了对儿童发展方式的偏见理解。至关重要的是使发展科学多样化,并确保它反映和响应当地的背景和文化。在本文中,我们讨论了如何将基于社区的参与性研究(CBPR)整合到人类发展的理论框架中,并用于增加传统边缘化人群在发展科学中的代表性。我们认为,基于cbpr的方法可以确保儿童发展优先事项具有文化敏感性,这可以支持旨在促进儿童发展的项目的发展,这些项目植根于当地文化规范,并成为所研究社区社会结构的一部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning From Within
Abstract: Most developmental science occurs within a so-called WEIRD narrative: Western, Educated, Industrialized, Rich, Democratic. Although developmental psychology has long relied on cross-cultural research to enrich and inform theories of human development, the narrow focus on children from WEIRD countries creates a biased understanding of how children develop. It is critical to diversify developmental science and ensure it reflects and responds to local contexts and cultures. In this article, we discuss how community-based participatory research (CBPR) can be integrated into theoretical frameworks of human development and used to increase the representation of traditionally marginalized populations in developmental science. We argue that a CBPR-informed approach can ensure that child development priorities are culturally sensitive, which can support the development of programs aimed at enhancing children’s development which are embedded in local cultural norms and become part of the social fabric of the community under study.
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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