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摘要
En 中文
Seeking to rectify the asocial nature of conventional social psychological investigation, some researchers and scholars have sought ways to better understand what is shared in everyday thinking and have, accordingly, focused their attention on the notion of ideology. Although this vein of scholarship has reclaimed the social domain, it has not thoroughly accounted for the way that ideologies can be imposed, and as such, does not adequately address the concept in a way that honors its origin and development. In this paper, I articulate a conceptual framework that can be used to underpin research on momentary ideological impositions in relation to people's negotiation of imposed value orientations-moments that can be described as instances of ideological rupturing. After situating this articulation in relation to the work of other ideology-focused psychologists, I introduce a recent enactment of educational policy as an illustrative case of ideological rupturing. In so doing, I present a narrative approach that is grounded in dialogic activity as an ideal way to investigate instances of ideological rupturing.
Keyword:
SOCIAL-PSYCHOLOGY
DILEMMAS
EDUCATION
ACCOUNTS
SCHOOLS
BAKHTIN
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2.8
论文数:
628
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