Guida De Abreu
Dados Biográficos
| ID | 3674855 |
|---|---|
| NOME | Guida De Abreu |
| PRENOMES | Guida |
| SOBRENOME | De Abreu |
| ASSINATURA | DE ABREU G |
| AFILIAÇÕES | Oxford Brookes University |
| ORCID | 0000-0002-3506-5897 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 36 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1995 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
The Dialogical Self in Participatory Action Research
This paper examines new theoretical insights gained from drawing together participation action research (PAR), dialogical theorising of self-other relationships and the concept of care. We argue that dialogue is treated as an intrinsic element in PAR research but that the nature of the dialogue has been undertheorized and as such, dialogical self-other analysis had much to offer in providing new insights. To illustrate our argument we draw on dat…
How do peer networks support people with personal budgets? A review of the research evidence from the United Kingdom
This literature review was conducted to describe the range of organisations and informal groups providing peer support to personal budget users in the United Kingdom between the launch of direct payments in 1997 and 2016. Forty-five research reports included relevant evidence. This has been aggregated to show how peer networks supported individual users, as well as to describe their wider role in policy development and implementation. Despite the…
Young peoples' reflections on what teachers think about family obligations that conflict with school
In “Western” contexts school attendance is central for an ‘ideal’ childhood. However, many young people engage with home roles that conflict with school expectations. This paper explores perceptions of that process in relation two home activities - language brokering and young caring. We interviewed 46 young people and asked them to reflect on what the teacher would think when a child had to miss school to help a family member. This paper discuss…
“Silent” monologues, “loud” dialogues and the emergence of hibernated I-positions in the negotiation of multivoiced cultural identities
Drawing on dialogical self theory (Hermans, 2001) and employing a case study approach, this article aims to provide insights into the dialogical processes through which two British-born siblings of Pakistani background construct and negotiate their cultural identities. The analysis suggests that both young people were moving towards their multivoiced cultural identities through a constant positioning and re-positioning within their communities, w…
The problem of interpretation in vignette methodology in research with young people
In this article, we explore how interpretation is dealt with by researchers using a vignette methodology. Researchers using vignette methodology often struggle with interpretation: how to interpret the responses when participants shift between discussing the vignettes as themselves, taking the perspective of the character in the vignette and commenting on what 'ought' to happen. We argue that by foregrounding a consideration of the method with an…
Trajectories of Cultural Identity Development of Young Immigrant People
Young people's representations of language brokering
In recently arrived immigrant families, children and young people often act as language brokers for their parents and other adults. In public and academic debate, this activity is sometimes portrayed negatively as imposing excessive burdens of responsibility on the young people. This paper reports an analysis of qualitative data from a broader study of young people's representations of conflicting roles in child development. Interview participant…
Constructing Identities in Multicultural Learning Contexts
In this article we examine two concepts that aid our understanding of processes of identification in multiethnic schools. The first concept focuses on the complementarity of “three processes of identity” (identifying the other, being identified, and self-identification). This is brought together with the concept of sociocultural coupling introduced to examine the co-constructions of changes in practices (across places and times) and changes in id…
Maintaining Continuity in a Cultural Contact Zone
In this article we argue that the societal-level change caused by the creation of cultural contact zones due to increased immigration has implications for nationals’ cultural identities. We propose that the resultant instability of cultural I-positions demands the development of identification strategies in the Dialogical Self (Hermans, 2001a) that will enable the individual to maintain their identity continuity. Our focus involves a detailed tex…
Drawing on the Notion of Symbolic Resources in Exploring the Development of Cultural Identities in Immigrant Transitions
This paper examines the processes by which cultural identities develop through the use of symbolic resources (Zittoun, 2006). The notion of symbolic resources provides a framework that enables one to consider developmental transitions between practices and between historical times. For Portuguese students, these transitions initially involved a rupture, a loss of social resources and linguistic resources, which resulted in a cultural awareness. T…
Constructing ‘normal childhoods’
There has been a great deal of attention paid to young carers in recent research, social policy and service provision. In this paper we report on a survey and interview study of 46 young people aged 15 to 18, nine of whom had experience as young carers, to explore the ways in which young people construct the young carer and their disabled parent. A key theme arising from the interview data analysis is the construction of a series of normative ass…
Young Peoples’ Representations of ‘Atypical’ Work in English Society
In this paper, we explore young peoples’ normative representations of work. In particular, we are interested in the ways young people view work roles which could be considered ‘atypical’ such as young caring or language brokering. Interviewed were 46 young people (15–18 years) some who did, and some who did not engage in the ‘atypical’ work roles of language brokering or young caring. Findings indicated that young people have a strong representat…
Contents Vol. 51, 2008
‘I Am a Human Being like You’
In this article, we discuss a qualitative study carried out in a cultural contact zone. Irish nationals, immigrants, and asylum seekers in Cork, Ireland, were interviewed about their cultural identities and future trajectories. Cultural Continuity theory was used as a model to offer an insight into the processes and strategies of the Dialogical Self. The results suggest that the development of a cultural contact zone caused a break in cultural co…
Parents' representations of their children's mathematics learning in multiethnic primary schools
There is a growing concern that governmental calls for parental involvement in children's school mathematics learning have not been underpinned by research. In this article the authors aim to offer a contribution to this debate. Links between children's home and school mathematical practices have been researched in sociocultural studies, but the origins of differences within the same cultural group are not well understood. The authors have explor…
Understanding how children experience the relationship between home and school mathematics
This paper examines how children experience the relationship between their home and school mathematics. First, it is argued that the current theory of culture and cognition provides a limited explanation of that relationship. In particular, it is argued that it fails to take into account (a) diversity at the individual level and (b) the valorization attached to forms of knowledge of particular social groups. Secondly, it is suggested that current…
The problem of interpretation in vignette methodology in research with young people
In this article, we explore how interpretation is dealt with by researchers using a vignette methodology. Researchers using vignette methodology often struggle with interpretation: how to interpret the responses when participants shift between discussing the vignettes as themselves, taking the perspective of the character in the vignette and commenting on what 'ought' to happen. We argue that by foregrounding a consideration of the method with an…
Constructing ‘normal childhoods’
There has been a great deal of attention paid to young carers in recent research, social policy and service provision. In this paper we report on a survey and interview study of 46 young people aged 15 to 18, nine of whom had experience as young carers, to explore the ways in which young people construct the young carer and their disabled parent. A key theme arising from the interview data analysis is the construction of a series of normative ass…
Young peoples' reflections on what teachers think about family obligations that conflict with school
In “Western” contexts school attendance is central for an ‘ideal’ childhood. However, many young people engage with home roles that conflict with school expectations. This paper explores perceptions of that process in relation two home activities - language brokering and young caring. We interviewed 46 young people and asked them to reflect on what the teacher would think when a child had to miss school to help a family member. This paper discuss…
Young people's representations of language brokering
In recently arrived immigrant families, children and young people often act as language brokers for their parents and other adults. In public and academic debate, this activity is sometimes portrayed negatively as imposing excessive burdens of responsibility on the young people. This paper reports an analysis of qualitative data from a broader study of young people's representations of conflicting roles in child development. Interview participant…
Parents' representations of their children's mathematics learning in multiethnic primary schools
There is a growing concern that governmental calls for parental involvement in children's school mathematics learning have not been underpinned by research. In this article the authors aim to offer a contribution to this debate. Links between children's home and school mathematical practices have been researched in sociocultural studies, but the origins of differences within the same cultural group are not well understood. The authors have explor…
Understanding how children experience the relationship between home and school mathematics
This paper examines how children experience the relationship between their home and school mathematics. First, it is argued that the current theory of culture and cognition provides a limited explanation of that relationship. In particular, it is argued that it fails to take into account (a) diversity at the individual level and (b) the valorization attached to forms of knowledge of particular social groups. Secondly, it is suggested that current…
Parents' representations of their children's mathematics learning in multiethnic primary schools
There is a growing concern that governmental calls for parental involvement in children's school mathematics learning have not been underpinned by research. In this article the authors aim to offer a contribution to this debate. Links between children's home and school mathematical practices have been researched in sociocultural studies, but the origins of differences within the same cultural group are not well understood. The authors have explor…
Contents Vol. 51, 2008
‘I Am a Human Being like You’
In this article, we discuss a qualitative study carried out in a cultural contact zone. Irish nationals, immigrants, and asylum seekers in Cork, Ireland, were interviewed about their cultural identities and future trajectories. Cultural Continuity theory was used as a model to offer an insight into the processes and strategies of the Dialogical Self. The results suggest that the development of a cultural contact zone caused a break in cultural co…
Young Peoples’ Representations of ‘Atypical’ Work in English Society
In this paper, we explore young peoples’ normative representations of work. In particular, we are interested in the ways young people view work roles which could be considered ‘atypical’ such as young caring or language brokering. Interviewed were 46 young people (15–18 years) some who did, and some who did not engage in the ‘atypical’ work roles of language brokering or young caring. Findings indicated that young people have a strong representat…
Constructing Identities in Multicultural Learning Contexts
In this article we examine two concepts that aid our understanding of processes of identification in multiethnic schools. The first concept focuses on the complementarity of “three processes of identity” (identifying the other, being identified, and self-identification). This is brought together with the concept of sociocultural coupling introduced to examine the co-constructions of changes in practices (across places and times) and changes in id…
Maintaining Continuity in a Cultural Contact Zone
In this article we argue that the societal-level change caused by the creation of cultural contact zones due to increased immigration has implications for nationals’ cultural identities. We propose that the resultant instability of cultural I-positions demands the development of identification strategies in the Dialogical Self (Hermans, 2001a) that will enable the individual to maintain their identity continuity. Our focus involves a detailed tex…
Drawing on the Notion of Symbolic Resources in Exploring the Development of Cultural Identities in Immigrant Transitions
This paper examines the processes by which cultural identities develop through the use of symbolic resources (Zittoun, 2006). The notion of symbolic resources provides a framework that enables one to consider developmental transitions between practices and between historical times. For Portuguese students, these transitions initially involved a rupture, a loss of social resources and linguistic resources, which resulted in a cultural awareness. T…
Constructing ‘normal childhoods’
There has been a great deal of attention paid to young carers in recent research, social policy and service provision. In this paper we report on a survey and interview study of 46 young people aged 15 to 18, nine of whom had experience as young carers, to explore the ways in which young people construct the young carer and their disabled parent. A key theme arising from the interview data analysis is the construction of a series of normative ass…
Trajectories of Cultural Identity Development of Young Immigrant People
Young people's representations of language brokering
In recently arrived immigrant families, children and young people often act as language brokers for their parents and other adults. In public and academic debate, this activity is sometimes portrayed negatively as imposing excessive burdens of responsibility on the young people. This paper reports an analysis of qualitative data from a broader study of young people's representations of conflicting roles in child development. Interview participant…
“Silent” monologues, “loud” dialogues and the emergence of hibernated I-positions in the negotiation of multivoiced cultural identities
Drawing on dialogical self theory (Hermans, 2001) and employing a case study approach, this article aims to provide insights into the dialogical processes through which two British-born siblings of Pakistani background construct and negotiate their cultural identities. The analysis suggests that both young people were moving towards their multivoiced cultural identities through a constant positioning and re-positioning within their communities, w…
The problem of interpretation in vignette methodology in research with young people
In this article, we explore how interpretation is dealt with by researchers using a vignette methodology. Researchers using vignette methodology often struggle with interpretation: how to interpret the responses when participants shift between discussing the vignettes as themselves, taking the perspective of the character in the vignette and commenting on what 'ought' to happen. We argue that by foregrounding a consideration of the method with an…
Young peoples' reflections on what teachers think about family obligations that conflict with school
In “Western” contexts school attendance is central for an ‘ideal’ childhood. However, many young people engage with home roles that conflict with school expectations. This paper explores perceptions of that process in relation two home activities - language brokering and young caring. We interviewed 46 young people and asked them to reflect on what the teacher would think when a child had to miss school to help a family member. This paper discuss…
How do peer networks support people with personal budgets? A review of the research evidence from the United Kingdom
This literature review was conducted to describe the range of organisations and informal groups providing peer support to personal budget users in the United Kingdom between the launch of direct payments in 1997 and 2016. Forty-five research reports included relevant evidence. This has been aggregated to show how peer networks supported individual users, as well as to describe their wider role in policy development and implementation. Despite the…
The Dialogical Self in Participatory Action Research
This paper examines new theoretical insights gained from drawing together participation action research (PAR), dialogical theorising of self-other relationships and the concept of care. We argue that dialogue is treated as an intrinsic element in PAR research but that the nature of the dialogue has been undertheorized and as such, dialogical self-other analysis had much to offer in providing new insights. To illustrate our argument we draw on dat…
Psychology (15 obras) · Social Psychology (12 obras) · Sociology (11 obras) · Aesthetics (7 obras) · Political science (7 obras) · Social science (7 obras) · Developmental psychology (6 obras) · Early Childhood Education and Development (6 obras) · Social Representations and Identity (6 obras) · Community Health and Development (5 obras)