Pierre Dasen
Pierre R. Dasen is Professor Emeritus of anthropology of education and cross-cultural psychology at the University of Geneva (Faculty of Psychology and Educational Sciences).His field of expertise is cross-cultural developmental psychology, and particularly culture and cognition. He has been a research assistant to J. Piaget at the University of Geneva, where he has been teaching for twenty years
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Japanese translation of:
Segall, M. H., Dasen, P. R., Berry, J. W., & Poortinga, Y. H. (1990). Human behavior in global perspective: An introduction to cross-cultural psychology. Boston: Allyn & Bacon.
Η μελέτη της ανθρώπινης συμπεριφοράς σε παγκόσμιο οικολογικό πολιτιστικό πλαίσιο. Athens : ΕΛΛΗΝιΚΑ ΓΡΑΜΜΑΤΑ, 1993
Greek translation of:
Segall, M. H., Dasen, P. R., Berry, J. W., & Poortinga, Y. H. (1990). Human behavior in global perspective: An introduction to cross-cultural psychology. Boston: Allyn & Bacon.
Bahasa Indonesian translation of:
Berry, J. W., Poortinga, Y. H., Segall, M. H., & Dasen, P. R. (1992). Cross-cultural psychology: research and applications. Cambridge: Cambridge University Press.
Italian translation of :
Berry, J. W., Poortinga, Y. H., Segall, M. H., & Dasen, P. R. (1992). Cross-cultural psychology: research and applications. Cambridge: Cambridge University Press.
Educational Theories and Practices from the Majority World draws attention to ethnocentrism in educational research and practice. Whether it is educational theory, research or educational practices, most of the discourse is strongly marked by one single model, Western, so-called “modern” schooling. Scientific knowledge about education is typically seen as Western, and non-Western contexts are made subject to Western paradigms of inquiry. This book counters this Western ethnocentrism and suggests some means to fight it. The Western perspective stems from a minority and it does not represent the majority of the world population that is situated outside of Europe and North-America. For millennia, various forms of educational theory and practices have been developed all over the world, and these are still in existence even though they may be ignored and despised by mainstream educational science. What does this wealth of educational forms have to offer in terms of innovative ideas? Could some of these be used to improve the quality and the appropriateness of modern schooling everywhere in the world? The book contains contributions by authors from Africa, Asia, Europe, North America, Oceania, and South America. Several of them usually write in French or in Spanish, which will permit access to theories and research not always covered in English.