In Defence of Representations

Jovchelovitch, Sandra

doi:10.1111/j.1468-5914.1996.tb00525.x

Cited by 95 publications

(101 citation statements)

References 15 publications

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“…While social representations theory is still far away from the critical move within social psychology as a whole, there is growing recognition that the theory can and should develop a serious engagement with critical issuesideology, oppression, resistance, participation and social change (Campbell and Jovchelovitch, 2000;Duveen, 2000;Howarth, Foster and Dorrer, 2004;Imtiaz, 2002;Joffe, 1999;Jovchelovitch, 1996;Oktar, 2001;Scarbrough, 1990). The social basis and critical tool within the theory is its emphasis on re-presentation.…”

Section: Re-presentation and Resistance In The Context Of School Exclmentioning

confidence: 99%

Re‐presentation and resistance in the context of school exclusion: reasons to be critical

Howarth

2004

Community & Applied Soc Psy

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In this paper I present an examination of how we, in the everyday, develop critical engagement with the shifting relations of power and oppression around us. The paper explores the role of representations in maintaining the racialised patterns of school exclusion in Britain. I use social representations theory to investigate how racialising re-presentations pervade and create institutionalised practices, how these re-presentations invade young people's sense of self and ultimately how young people collaborate ways to resist and reject oppressive relations. The material presented here, from interviews with young people excluded from school, parents, teachers and others involved in school exclusion, illustrates how young people problematise and critique racialising re-presentations while participating in the conditions of oppression and resistance that pervade their experiences of school. The analysis is divided into three sections. The first examines the institutionalisation of stigmatising representations, visible in social practices. The second section looks at the role of re-presentation and engaged critique in the social construction of 'black pupils'. The concluding section explores the possibilities of resistance and critical engagement in the everyday. As a whole this reveals how young people develop critical engagement with the re-presentations that filter into and so constitute their realities. This enables an analysis of the role of resistance and contestation in social representation, highlights the importance of participation and community and so invites a critical version of social representations theory.

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Section: Re-presentation and Resistance In The Context Of School Exclmentioning

confidence: 99%

Re‐presentation and resistance in the context of school exclusion: reasons to be critical

Howarth

2004

Community & Applied Soc Psy

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“…Portanto, a idéia de mediação é inerente à noção de signo. Podemos dizer, então, que a idéia de signo é inerente às representações sociais, de modo que, no nosso entender, as representações sociais são formas de mediação semiótica e não apenas simbólica, como propôs Jovchelovitch (1996).…”

Section: H Fáverounclassified

Desenvolvimento psicológico, mediação semiótica e representações sociais: por uma articulação teórica e metodológica

Fávero

2005

Psic.: Teor. e Pesq.

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Este artigo propõe a articulação entre os aspectos subjetivos, desenvolvimentais e cognitivos dos processos semióticos num contexto psicológico e o fundamento histórico, institucional e ideológico dos sistemas de signos num contexto sociocultural. Para tanto, procura-se recuperar alguns fundamentos para a rejeição à dicotomia mente-corpo, explorar as implicações desta rejeição e estabelecer relações entre o processo de mediação semiótica e a teoria das representações sociais. Propõe-se, então, tanto teórica como metodologicamente, uma síntese psicosocial para a psicologia do desenvolvimento, por meio da integração da análise dos atos da fala para o estudo dos paradigmas pessoais, da tomada de consciência e do desenvolvimento cognitivo e metacognitivo.

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“…Social representations therefore mediate the relationship between self and other. In is indeed the difference between the self and the other, the need to make familiar what is strange, that motivates the construction of social knowledge (Jovchelovitch, 1996). Thus, otherness, in the sense of engaging outside the self, is constitutive of social representations.…”

Section: Social Representations and Social Contextmentioning

confidence: 99%

‘Changing the context’: Tackling discrimination at school and in society

Howarth

Andreouli

2015

International Journal of Educational Development

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Abstract:In this paper we propose a social psychological framework for studying the role of schools in promoting positive intercultural relations. We draw on data from schools in England where addressing issues of cultural diversity is a key aim of educational practice. We focus specifically on the role of social context in educational activities that tackle discrimination. We consider the socio-political context, local community context, and immediate school context from a social representations theory perspective. Using data from interviews with staff and focus groups with students in schools from three very different localities, we show that the socio-political context may limit schools' ability to promote positive intercultural relations but also that it is possible for schools to promote broader change from the bottom-up, acting as agents of change at a societal level, i.e. in terms of changing the local and broader societal contexts in which they are located.

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In Defence of Representations

Cited by 95 publications

References 15 publications

Re‐presentation and resistance in the context of school exclusion: reasons to be critical

Re‐presentation and resistance in the context of school exclusion: reasons to be critical

Desenvolvimento psicológico, mediação semiótica e representações sociais: por uma articulação teórica e metodológica

‘Changing the context’: Tackling discrimination at school and in society

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