Flocking Together: An Indigenous Psychology Theory of Resilience in Southern Africa
暫譯: 聚集在一起：南非土著心理學的韌性理論
Ebersohn, Liesel
- 出版商: Springer
- 出版日期: 2019-07-15
- 售價: $4,540
- 貴賓價: 9.5 折 $4,313
- 語言: 英文
- 頁數: 236
- 裝訂: Hardcover - also called cloth, retail trade, or trade
- ISBN: 3030164349
- ISBN-13: 9783030164348
海外代購書籍(需單獨結帳)
商品描述
This book describes how those individuals who are often most marginalised in postcolonial societies draw on age-old, non-western knowledge systems to adapt to the hardships characteristic of unequal societies in transformation. It highlights robust indigenous pathways and resilience responses used by elders and young people in urban and rural settings in challenging Southern African settings (South Africa, Namibia, Lesotho and Swaziland) to explain an Indigenous Psychology theory. Flocking (rather than fighting, fleeing, freezing or fainting) is explained as a default collectivist, collaborative and pragmatic social innovation to provide communal care and support when resources are constrained, and needs are par for the course. Flocking is used to address, amongst others, climate change (drought and energy use in particular), lack of household income and securing livelihoods, food and nutrition, chronic disease (specifically HIV / AIDS and tuberculosis), barriers to access services (education, healthcare, social welfare support), as well as leisure and wellbeing. The book further deliberates whether the continued use of such an entrenched socio-cultural response mollifies citizens and decision-makers into accepting inequality, or whether it could also be used to spark citizen agency and disrupt longstanding structural disparities.
商品描述(中文翻譯)
這本書描述了在後殖民社會中，經常被邊緣化的個體如何利用古老的非西方知識體系來適應不平等社會轉型所帶來的困難。它突顯了在南非、納米比亞、萊索托和史瓦帝尼等具有挑戰性的南部非洲環境中，長者和年輕人所使用的強健本土途徑和韌性反應，以解釋本土心理學理論。書中解釋了「群聚」（而非戰鬥、逃避、凍結或昏厥）作為一種默認的集體主義、合作性和務實的社會創新，當資源受限且需求成為常態時，提供社區照顧和支持。群聚被用來應對氣候變遷（特別是乾旱和能源使用）、家庭收入不足和生計保障、食品和營養、慢性疾病（特別是HIV/AIDS和結核病）、獲取服務的障礙（教育、醫療保健、社會福利支持），以及休閒和福祉等問題。這本書進一步探討了這種根深蒂固的社會文化反應的持續使用是否會使公民和決策者接受不平等，或者它是否也可以用來激發公民的主動性並打破長期存在的結構性差異。
作者簡介
Professor Liesel Ebersöhn is widely regarded as a leading scholar and teacher in connection with resilience and resilience-promoting interventions in settings plagued by the structural disparity characteristic of emerging economies, and of Global South countries in transformation. She combines emancipatory and intervention methodologies to investigate pathways to resilience as adaptive socio-cultural responses to chronic and cumulative adversity. Her research focus has had a decided impact on curricula for teacher training at several higher education institutions in South Africa. Her teaching and research outputs demonstrate that higher education can effectively integrate research, teaching and learning, and community engagement. Her pedagogy aligns with global citizenship and education as key strategies for restructuring postcolonial conditions an example being an intervention-partnership she designed which provided educational psychology services to more than 1 000 young people in marginalised rural settings, and trained 118 MEd (Educational Psychology) students to be socially responsive professionals.
Professor Ebersöhn is Director of the Centre for the Study of Resilience and a Full Professor at the Department of Educational Psychology, Faculty of Education, University of Pretoria. She is the Secretary-General of the World Education Research Association (WERA), serves on multiple Editorial Boards (including the prestigious Review of Education Research), is a member of international research panels (such as the International Research and Scholarship Committee (Division C, Learning and Instruction, of the American Educational Research Association), and the Building Resilience in Teacher Education (BRITE) Project Reference Group, Murdoch University). She is a National Research Foundation-rated researcher, and registered educational psychologist. She has received several awards for her research in Education and Educational Psychology. She has held international appointments, including visiting professor at Yale University and Edith Cowan University.
作者簡介(中文翻譯)
教授莉賽爾·艾伯森（Liesel Ebersöhn）被廣泛認為是與韌性及促進韌性的介入措施相關的領先學者和教師，特別是在受到新興經濟體特有的結構性差異影響的環境中，以及正在轉型的全球南方國家。她結合解放性和介入方法論，探討韌性作為對於慢性和累積逆境的適應性社會文化反應的途徑。她的研究重點對南非多所高等教育機構的教師培訓課程產生了明顯的影響。她的教學和研究成果顯示，高等教育可以有效地整合研究、教學和學習，以及社區參與。她的教學法與全球公民身份和教育相一致，作為重構後殖民條件的關鍵策略，其中一個例子是她設計的介入夥伴關係，該計劃為超過1,000名來自邊緣化農村地區的年輕人提供教育心理學服務，並培訓了118名教育心理學碩士（MEd）學生成為社會回應的專業人士。
艾伯森教授是韌性研究中心的主任，也是比勒陀利亞大學教育學院教育心理學系的全職教授。她是世界教育研究協會（WERA）的秘書長，並在多個編輯委員會任職（包括享有盛譽的《教育研究評論》），還是國際研究小組的成員（如美國教育研究協會的國際研究與獎學金委員會（Division C, Learning and Instruction）以及默多克大學的教師教育韌性建設（BRITE）項目參考小組）。她是一位國家研究基金會評定的研究人員，並且是註冊的教育心理學家。她因在教育和教育心理學方面的研究獲得了多項獎項。她曾擔任國際職位，包括耶魯大學和艾迪斯科文大學的訪問教授。
