The Relational Habitus: Intersubjective Processes in Learning Settings

Stone, Lynda; Underwood, Charles; Hotchkiss, Jacqueline S.

doi:10.1159/000337150

Cited by 43 publications

(11 citation statements)

References 122 publications

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“…This can be thought of as a space where ‘individuals negotiate a shared understanding of their social, emotional, cognitive and cultural world’ (e.g. Stone et al, 2012: 65–66) – a space defined by cultural historicity, where individuals’ partisanships, or embodied dispositions, interact to construct a meaningful view of their social world. In Revans’ conceptualization, AL sets seem to provide a similar space, in which members can interact with one another, question, and develop a shared understanding to progress through problems (Revans, 1998).…”

Section: Problematizing Al On the Pakistani Mbamentioning

confidence: 99%

When global meets local: Action learning, positionality and postcolonialism

Mughal

2020

Management Learning

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This article explores changes in the positionality of Pakistani MBA students as they undergo an action learning (AL) intervention designed to encourage group reflection for the purpose of stimulating self-directed learning. Findings from this article suggest that reflecting openly and challenging deep-seated beliefs in AL groups disrupts learner positionality, creating temporary misalignment with embodied cultural dispositions which shape social interactions and relationships. When applied in the context of Pakistani business schools, public reflection in action learning groups creates dynamics resulting in three broad participant responses that trigger realignment with cultural norms: dissonance, aversion and ambivalence. As facilitators and educators, overlooking such responses to attempt empowering learners and encouraging self-direction can result in the unconscious reinforcement of power relationships that the reflective practice of action learning seeks to challenge.

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Section: Problematizing Al On the Pakistani Mbamentioning

confidence: 99%

When global meets local: Action learning, positionality and postcolonialism

Mughal

2020

Management Learning

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“…Research into meaning-making does not necessarily assume a social location effect, but it is not antagonistic to such an idea. This hypothesis would suggest that students interact with others in ways that shape how they make sense of (and so report) their experiences of emerging adulthood (Miller & Mangelsdorf, 2005;Stone, Underwood, & Hotchkiss, 2012). Because students at Christian colleges engage in the meaning-making process in a place where the vast majority of the people share a common narrative for meaning, we can expect a greater proportion of them to adopt a meaning system that is more in keeping with Christian understandings-which would be an understanding that is less prone to nihilism and solipsism.…”

Section: Why Do Students At Christian Colleges Experience Emerging Admentioning

confidence: 99%

Christian College Students and Emerging Adulthood: Exploring or Lost?

Bird

2016

Christian Education Journal: Research on Educational Ministry

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Students in college today are experiencing a life stage—emerging adulthood—that previous generations did not experience. Society has not provided clear social expectations and boundaries on this life stage yet. This has led to two different research-based characterizations of the reality students are experiencing: a time of exploration and opportunities (Arnett, 2004) and a time of lostness and struggle (Smith, Christoffersen, Davidson, & Herzog, 2011). This research uses data from 6,074 students at 22 Christian colleges to determine which of these descriptions better characterizes their experiences of emerging adulthood and what role different kinds of religiosity play in those experiences. Generally, students at Christian colleges find emerging adulthood to be a time of exploration and opportunity, and not a time of being lost and disconnected. Religiosity (measured in seven different ways) consistently is associated with decreased lostness, has no effect on exploration, and is associated with an increased perception of opportunity.

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“…This approach allows for a consideration of how activity, culture, and development contribute to specific forms of intersubjectivity within a variety of relational contexts, structured, not only by interpersonal relations but also by cultural tools, institutional practices, and varied communicative genres as has been called for in the literature (Stone, Underwood, & Hotchkiss, 2012). Consistent with Vygotsky's (1987) thesis that social interaction mediates internal mental processes through the internalization of language and other cultural tools, intersubjective exchanges provide a context for the emergence of collectively constructed meaning early in development.…”

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confidence: 99%

A sociocultural, activity-based account of preschooler intersubjectivity

Garte

2016

Culture & Psychology

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This article offers a conceptualization of intersubjectivity as shared meaning that emerges from and is enacted within the social fabric of interaction. The proposed model defines intersubjectivity as arising from shared activity rather than internal capacities. The forms and processes by which intersubjectivity is established are described as contingent on the sociocultural context of the participants and the situation in which the activity occurs. In addition, the materials used and the nature of the activity along with the developmental characteristics of the interacting group influence the nature of their intersubjectivity. Three related elements: synchrony, a sensitive coordination of affect and attention; meaningful shared activity; and intersubjectivity are seen as developing in a bidirectional relationship during interaction. This theorization was applied to four episodes of naturally occurring preschooler peer play. Comprised of preschoolers from low income, non-White families, analysis showed major differences in the process by which intersubjectivity developed among this population of preschoolers as compared to research on the intersubjectivity of middle-class White preschoolers. Based on the qualitative analysis, a view of intersubjectivity as culturally, developmentally, and activity specific is supported. However, the desire to establish common meanings or intersubjectivity in varied forms during play appears to be universal.

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The Relational Habitus: Intersubjective Processes in Learning Settings

Cited by 43 publications

References 122 publications

When global meets local: Action learning, positionality and postcolonialism

When global meets local: Action learning, positionality and postcolonialism

Christian College Students and Emerging Adulthood: Exploring or Lost?

A sociocultural, activity-based account of preschooler intersubjectivity

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