The inheritors of contemporary global processes are children; yet, the integration of global and developmental studies is long overdue. Global studies scholars sometimes mention psychological consequences, such as “political subjectivities” (Sassen, 2008), “global imaginaries” (Vigh, 2009), and “personal histories adjust[ing] to the histories of all places” (Brook, 2009). Scholars of human development, on the other hand, rarely consider globalization processes, in part because they assume that changes across the first decades of life occur against stable backgrounds, focusing, for example, on identity rather than activity in context, as would be appropriate in this global era. An appropriate extension of developmental psychology is to link global studies and developmental theories, as presented in this article drawing on research with the generation growing up during and after the crisis across the Western Balkans. The goal is to demonstrate that geo-political disruptions are usefully studied as manifestations of contemporary global processes rather than as localized and temporary interruptions of norms. By integrating the concepts of the “global in the local” (Sassen, 2008) and the “global imaginary” (Vigh, 2009) with the developmental concepts of the “interdependent development of individuals and society” and “cultural tools (Vygotsky, 1978), this article presents a research design and findings focusing on child/youth development in the activity of narrating social issues, in this case conflict, to understand effects of political-economic instabilities in children’s lives. The inquiry offers evidence that narratives of everyday life can be collective child-society practices and units of analysis.
|Keywords:||Human Development, Globalization, Armed Conflict, Research Methods, Empirical Study|
Professor and Program Head, Developmental Psychology, The Graduate Center, City University of New York, New York, New York, USA
There are currently no reviews of this product.Write a Review