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dc.contributor.authorLearoyd-Smith, Susannah
dc.contributor.authorDaniels, Harry
dc.contributor.editorPhilip Garner, James Kauffman, Julian Elliott
dc.description.abstractIn this chapter, we will discuss some of the findings that have arisen from a study investigating the social and emotional consequences for children of moving from one pedagogic culture to another. Anyone who has changed jobs recently will be able to testify that cultural differences between workplaces raise challenges for those who move between them. Here, we consider the consequences of moving school for young people who have been recognised as emotionally vulnerable. Before we introduce the data and discuss their implications, we will present a theoretical framework that provides analytical tools with which to consider the transformative effects of moving between social contexts of schooling that embody cultural differences. There has been a long tension in the social, emotional and behavioural difficulties (SEBD) field between those who have adopted within-person and those who have adopted systemic accounts of causation, which have in turn led to specific approaches to intervention (see, for example, Visser, Daniels & Cole, 2001). The challenge we wish to address is to formulate an approach that does not treat the individual and sociocultural levels as discrete forms of analysis but rather seeks to understand how they are interdependent, if not co-creative.
dc.publisher.placeUnited Kingdom
dc.relation.ispartofbooktitleThe Sage Handbook of Emotional and Behavioural Difficulties
dc.subject.fieldofresearchComparative and Cross-Cultural Education
dc.titleSocial Contexts, Cultures and Environments
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorDaniels, Harry R.

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