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TOC Outline

1. Cover
2. Title page
3. Copyright
4. Dedication
5. Contents
6. List of contributors
7. Acknowledgements
8. List of figures
9. List of tables
10. 1. Studying childhood learning across cultures
11. 2. A history of cross-cultural research on childhood learning
12. 3. Charting a middle course: Theory and methods in the practice of cross-cultural research
13. 4. Research methods: A collage
14. 5. Preparing for the field
15. 6. Negotiating fieldwork challenges: Voices from the field
16. 7. Sharing your research
17. 8. Learning to navigate change: Case studies in education across cultural boundaries
18. 9. Policy: A brief guide to understanding and influencing real-world decision making
19. 10. Looking forward, looking back
20. Plates
21. Index
22. About the Team
23. This book need not end here…
24. You may also be interested in:
25. Back cover

Headings Outline

• Contents
• List of contributors
• Acknowledgements
• List of figures
• List of tables
• 1. Studying childhood learning across cultures
  • 1.1. Introduction
  • 1.2. Why study childhood?
  • 1.3. Why study learning in childhood?
  • 1.4. Why study children’s learning across cultures?
  • 1.5. How to study childhood in diverse settings
  • 1.6. Indigenous methodology and prioritizing Indigenous knowledge
    • Power and perspective
    • Epistemology
    • Ontology
    • Axiology
  • 1.7. What we advocate for
    • 1.8. Book structure
    • Theoretical and methodological considerations
    • Learning and growing in ‘the field’
    • Making an impact
  • References
• 2. A history of cross-cultural research on childhood learning
  • 2.1. Introduction
    • Tanya MacGillivray
  • 2.2. Contributions from developmental psychology
    • Tanya MacGillivray & Zahra Halavani
  • 2.3. Cross-cultural contributions
    • Ivan Kroupin
  • 2.4. A history of socialization approach for cultural research of childhood learning
    • Akira Takada
  • 2.5. Beyond western theories: Chinese thoughts on childhood learning
    • Jing Xu
  • 2.6. Alternative perspectives on childhood learning – what have we missed with our ‘western’ lens?
    • Seth Oppong & Natália Dutra
  • 2.7. History of cultural evolutionary studies
    • Barry Hewlett
    • Cultural Transmission Theory (CT)
    • Dual Transmission Theory (DT)
  • 2.8. Children of the Ice Age: Apprenticeship, communities of practice and embodied cognition in deep-time hunter-gatherer archaeology
    • Felix Riede & April Nowell
  • 2.9. A personal journey through historical changes
    • Patricia Greenfield
  • References
• 3. Charting a middle course: Theory and methods in the practice of cross-cultural research
  • 3.1. Notes on a difficult terrain
    • Ivan Kroupin, Felix Riede, April Nowell, and Chantal Medaets
  • 3.2. Debunking myths in cross-cultural developmental psychology
    • Mark Nielsen
    • Myth #1: Research is generalizable without heterogenous data
    • Myth #2: Extending data to a different population requires theoretical foundations
    • Myth #3: Limited access to different populations
    • Myth #4: Not having time to establish appropriate relationships
  • 3.3. The ethnographic study of learning in childhood
    • Chantal Medaets & Ana Maria R. Gomes
  • 3.4. Vygotskian theory: Examining causal relations in learning across contexts
    • Gairan Pamei
  • 3.5. Using Piagetian and Vygotskian theory in the study of children’s learning across cultures
    • Patricia M. Greenfield
  • 3.6. A brief critique of ‘factor epistemology’ in cultural/cross-cultural research
    • Andrea Taverna & Andrew Coppens
    • Insights via a relational epistemology from the Wichi
  • 3.7. A language socialization approach for studying (social) learning in childhood
    • Akira Takada
  • 3.8. The cross-indigenous approach to multi-site studies
    • Miguel Silan
  • 3.9. An ecocultural perspective on children’s development and learning
    • Heidi Keller
  • 3.10. Deeply similar, deeply different: Collaborative and interdisciplinary studies of culture and cognition
    • Kara Weisman
  • 3.11. Methodological perspectives for the study of Indigenous children
    • Bruno Ferreira
  • References
• 4. Research methods: A collage
  • 4.1. Introduction
    • Elena Miu
  • 4.2. Mixed methods in the study of informal teaching in Yasawa, Fiji
    • Michelle Kline
    • Qualitative ethnographic methods
    • Qualitative interview data, quantitative analysis
    • Qualitative observational data, quantitative analysis
    • Quantitative ethnographic methods
    • Conclusion
  • 4.3. A framework for quantitative causal analysis
    • Ilaria Pretelli
    • Causal inference
  • Thinking generatively: Simulations and models
    • Results and interpretation
  • 4.4. Lessons from a large-scale cross-cultural project
    • Bruce Rawlings
  • Design a thorough and careful workflow protocol
  • Engage with local researchers and stakeholders from the onset
    • Factor in sufficient time for protocol and data translations and processing
    • Conclusion
  • 4.5. Remote ethnographic methods
    • Katja Liebal
    • What are ethnographic methods?
    • What are distant methods?
    • What are the methodological and ethical challenges?
  • 4.6. Discovery and the ethnographic record
    • David F. Lancy
  • 4.7. Intersubjectivity and meaning
    • Jing Xu
  • 4.8. Uplifting authentic voices: A qualitative study of North Korean youth’s cross-cultural journeys
    • Heejung Park
    • Ethnographic research and community partnership
    • Culturally sensitive and empowering design
    • Data analysis and dissemination
    • Researcher bias and positionality
    • Conclusion
  • 4.9. Archaeological perspectives
    • Annemieke Milks & Felix Riede
  • 4.10. Un-natural observation: Experimentation in the cross-cultural study of childhood learning
    • Roman Stengelin
  • 4.11. Conversation analysis approach
    • Akira Takada
  • Conversation analysis basics
    • Incorporating culture and children in conversation analysis
  • 4.12. The emergence of social smiling: Linking ethnotheories to the dynamics of social interaction and child development
    • Joscha Kärtner
    • Assessment of maternal ethnotheories
    • Longitudinal assessments of mother-infant interaction
    • Standardized assessments of infants’ responsiveness
    • Summary and conclusion
  • References
• 5. Preparing for the field
  • 5.1. Introduction
  • 5.2. Finding and maintaining a ‘field site’
    • Deciding where to work
    • Setting up a field site
    • Collaborations with established field sites
    • Box 5.1 Indigenous perspectives on field research
    • Longitudinal field research
  • 5.3. Forms and resources
    • Permits & regulations
    • Local governments
    • Institutional and Indigenous codes of ethics
    • Box 5.2 Experiences with international/multicultural teams
    • Designing a budget
    • Risk and safety
  • References
• 6. Negotiating fieldwork challenges: Voices from the field
  • 6.1. Why storytelling?
    • Jing Xu
  • 6.2. Many voices, many stories: The importance of polyvocality
    • Bonnie Hewlett
  • 6.3. When standardized experiments travel across cultures
    • Bruce Rawlings
  • 6.4. Reassessing your plans
    • Camila Scaff
  • 6.5. Gender and precarity: Reflections on being a mother and fieldwork
    • Monika Abels
  • 6.6. The other side: Sexual harassment in the field
    • Anonymous
  • 6.7. Positioning the researcher in the local social context: Adults studying children
    • Xiaojie Tian
  • 6.8. Seeing self in others’ stories: Parenting values in India
    • Feryl Badiani
  • 6.9. Walking the tightrope: Navigating the ethics of insider research in fieldwork
    • Nokwanda Ndlovu
  • 6.10. Outside insider: Towards a multi-dimensional view of positionality
    • Nachita Rosun
  • 6.11. Decolonizing ethical processes in cross-cultural developmental research
    • Seth Oppong
    • Why the ethics process?
    • Problematizing the typical ethics process as a western practice
  • 6.12. When quitting is okay: Our responsibility in fieldwork and compassionate research
    • Bonnie Hewlett
  • References
• 7. Sharing your research
  • 7.1. Ownership and accountability
    • Tanya MacGillivray
  • 7.2. Perspectives on community involvement
    • Xiaojie Tian & Yitong Wang
  • 7.3. Community-engaged research
    • Tanya MacGillivray, Yitong Wang, and Srujana Duggirala
    • Defining community-engaged research (CER)
    • Considerations and mindset: Two-eyed seeing
    • Dynamic and continuous process
  • 7.4. Communicating with academic audiences
    • Alejandrina Cristia, Natália Dutra, and Xiaojie Tian
  • 7.5. Communicating with the public
    • Annemieke Milks, Dorsa Amir, and Claire Hodson
  • 7.6. Data sharing—open and reproducible science(s)?
    • Natália Dutra, Alejandrina Cristia, and Sarah Pope-Caldwell
  • 7.7. Discussion and conclusion
  • References
• 8. Learning to navigate change: Case studies in education across cultural boundaries
  • 8.1. Introduction
    • Dustin Eirdosh & Susan Hanisch
  • 8.2. A 42-year history of weaving apprenticeship in a Maya community
    • Patricia M. Greenfield
    • The learning process
    • Social change
  • 8.3. Poverty and schooling outcomes in Argentina
    • Maria Julia Hermida
  • 8.4. Ethno-concepts of intelligence in Zambia
    • Barnabas Simatende
  • 8.5. The Orang Rimba’s struggle for public acceptance of education in Indonesia
    • Adi Prasetijo & Cika Aprilia
    • Advocacy and education
    • Between formal and informal education
    • Conclusion
  • 8.6. Boarding schools for extremely marginalized Adivasi (Indigenous) people in India
    • Noa Lavi, Seetha Kakkoth, and Vinod Chellan
  • 8.7. Educational programs for Adivasi and Adivasi Gothrabandhu during the COVID-19 pandemic in Kerala
    • Athul Sarala Nanu
  • 8.8. Re-interpreting a standard classroom practice for immigrant Latinx students
    • Carrie Rothstein-Fisch & Elise Trumbull
  • 8.9. Cultural negation in the classroom
    • Blanca Guerrero-Meyer
  • 8.10. A school fit for humans? A conversation starter for eliciting and discussing theories of schooling
    • Dustin Eirdosh & Susan Hanisch
  • 8.11. Discussion and conclusion
    • Dustin Eirdosh & Susan Hanisch
  • References
• 9. Policy: A brief guide to understanding and influencing real-world decision making
  • 9.1. A toolkit for researcher-policy interactions
    • Ilaria Pretelli
  • 9.2. Why think about policy?
    • Ilaria Pretelli
  • 9.3. How does the policy world work?
    • Ilaria Pretelli
    • What is policy?
    • Interested parties (stakeholders)
    • How policy works: A sketch
    • Evidence-based policy
    • Causal inference and policymaking
    • Generalizability and policymaking
  • 9.4. Indonesia cocoa farming and children’s safety
    • Ilaria Pretelli
  • 9.5. Mental health in Kenyan schools: Integrating theory, practice and research
    • Stephen Asatsa
  • 9.6. Mother-tongue educational materials and human rights in the Central African Republic
    • Tatjana Puschkarsky
  • 9.7. How to influence policy
    • Ilaria Pretelli
    • Be your own promoter
    • Collaborate directly with policymakers
    • Produce influential work
    • Reach out
  • References
• 10. Looking forward, looking back
• Plates
• Index
• About the Team
• This book need not end here…
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