Book contents
- Culture Across the Curriculum
- Culture and Psychology
- Culture Across the Curriculum
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Prologue
- Part I Basic Concepts
- Part II Teaching across the Psychology Curriculum
- In the Beginning
- Research and Statistics
- Biological Connections
- Development
- Cognition
- Chapter 12 Where Tides Collide: Integrating Culture in Teaching Cognitive Psychology
- Chapter 13 Integration of Culture in the Teaching of Memory
- Chapter 14 Bringing Life to Educational Psychology through Cross-Cultural Experiences
- Chapter 15 Teaching about Language by Integrating Culture
- Social Psychology
- Health and Well-Being
- Personality, Disability, and Disorders
- Epilogue
- Index
- References
Chapter 14 - Bringing Life to Educational Psychology through Cross-Cultural Experiences
from Cognition
Published online by Cambridge University Press: 30 March 2018
Edited by
Book contents
- Culture Across the Curriculum
- Culture and Psychology
- Culture Across the Curriculum
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Prologue
- Part I Basic Concepts
- Part II Teaching across the Psychology Curriculum
- In the Beginning
- Research and Statistics
- Biological Connections
- Development
- Cognition
- Chapter 12 Where Tides Collide: Integrating Culture in Teaching Cognitive Psychology
- Chapter 13 Integration of Culture in the Teaching of Memory
- Chapter 14 Bringing Life to Educational Psychology through Cross-Cultural Experiences
- Chapter 15 Teaching about Language by Integrating Culture
- Social Psychology
- Health and Well-Being
- Personality, Disability, and Disorders
- Epilogue
- Index
- References
Summary
Efforts to increase cultural competence in the treatment of mental and physical health are promising, but the wider health care arena and the general public need to pay attention to the causes of health disparities and the role played by multicultural approaches to health. We need a better connection between healthcare and the community, so that individuals can seek out treatments that best fit their cultural needs and the manifold health disparities can be reduced. A great place to start this process is in our classrooms. Every time we teach health psychology, we have an opportunity to open minds to the variance in culture.
- Type
- Chapter
- Information
- Culture across the CurriculumA Psychology Teacher's Handbook, pp. 301 - 317Publisher: Cambridge University PressPrint publication year: 2018
References
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42. doi:10.17730/humo.56.2.x335923511444655Google Scholar
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.Google Scholar
Darling-Hammond, D., & Lieberman, A. (2012). Teacher education around the world: Changing policies and practices. New York, NY: Routledge.Google Scholar
Göncü, A., & Gauvain, M. (2012). Sociocultural approaches to educational psychology: Theory, research, and application. In Harris, K. R., Brophy, J., Sinatra, G., & Sweller, J. (Eds.), APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp. 123–152). Washington, DC: American Psychological Association.Google Scholar
Inoue, N. (2012). Mirrors of the mind: Introduction to mindful ways of thinking education. New York, NY: Peter Lang.Google Scholar
Inoue, N. (2015). Beyond actions: Psychology of action research for mindful educational improvement. New York, NY: Peter Lang.Google Scholar
Lave, J. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.Google Scholar
Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253. doi:10.1037/0033-295X.98.2.224CrossRefGoogle Scholar
Ng, P. T. (2007). Quality assurance in the Singapore education system in an era of diversity and innovation. Educational Research for Policy and Practice, 6, 235–247. doi:10.1007/s10671-007-9018-xGoogle Scholar
Portes, P. R. (1996). Ethnicity and culture in educational psychology. In Berliner, D. & Calfee, R. (Eds.), Handbook of educational psychology (pp. 331–357). New York, NY: Routledge.Google Scholar
Reagan, T. (2004). Non-Western educational traditions: Indigenous approaches to educational thought and practice (sociocultural, political, and historical studies in education) (3rd ed.). New York, NY: Routledge.CrossRefGoogle Scholar
Scupin, R. (1997). The KJ method: A technique for analyzing data derived from Japanese ethnology. Human Organization, 56, 233–237. doi:10.17730/humo.56.2.x335923511444655Google Scholar
Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York, NY: Summit Books.Google Scholar
Uttal, D. H. (1995). Beliefs, motivation, and achievement in mathematics: A cross-national perspective. In Carr, M. (Ed.), Motivation in mathematics. Cresskill, NJ: Hampton.Google Scholar
- 2
- Cited by