Gerard Duveen

Bio: Gerard Duveen is an academic researcher from University of Cambridge. The author has contributed to research in topics: Social relation & Social identity theory. The author has an hindex of 22, co-authored 31 publications receiving 2502 citations.

Theory and method of social representations

Abstract: This paper gives an overview of social representation theory, definitions of the key terms and of the social processes leading to a representation and to social identity. Six empirical studies are presented and details of their methods and findings are given to illustrate this social psychological approach. These studies are about the ontogenesis of gender, the public sphere in Brazil, madness on British television, images of androgyny in Switzerland, individualism and democracy in post-communist Europe and metaphorical thinking about conception. The methods are ethnography, interviews, focus-groups, content analysis of media, statistical analysis of word associations, questionnaires and experiments. Finally, social representation theory is compared to theories of attitudes, schemata and social cognition.

Madness and social representations

Abstract: Part 1 Life of the mad, living with the mad: framework and history of a family colony custom and defence of identity from contact to impregnation. Part 2 The barriers to integration: from difference to separation similarities and differences in everyday life beyond principles - fear and social threat. Part 3 The people of those homes: understanding without knowledge the three faces of a single state thinking about mental illness acting out a conception of madness.

Social representations and the development of knowledge

Abstract: List of figures List of tables Acknowledgements 1. Introduction Gerald Duveen and Barbara Lloyd 2. The underlife of the nursery school: young children's social representations of adult rules William A. Corsaro 3. A semiotic analysis of the development of social representations of gender Barbara Lloyd and Gerald Duveen 4. Children's representations of social relations Nicholas Emler, Jocelyne Ohana and Julie Dickinson 5. Social representations of childhood: an implicit theory of development Maria D'Alessio 6. What is in an image? The structure of mothers' images of the child and their influence on conversational styles Luisa Molinari and Francesca Emiliani 7. The acquisition of reflexive social emotions: the transmission and reproduction of social control through joint action Gun R. Semin and Kalliroi Papadopoulou 8. From social cognition to social representations in the study of intelligence Felice F. Carugati 9. Prototypes of the psychologist and professionalisation: diverging social representations of a developmental process Paola De Paolis 10. Social psychology and developmental psychology: extending the conversation Serge Moscovici Author index Subject index.

The Use of Symbolic Resources in Developmental Transitions

Abstract: This paper introduces the idea of symbolic resources as the use of cultural elements to mediate the representational work occasioned by ruptures or discontinuities in the smooth experience of ordinary life, moments when the ‘taken-for-granted’ meanings cease to be taken for granted. In particular we are concerned with the use of symbolic resources in moments of developmental transitions, that is, the mobilization of symbolic elements ranging from shared bodies of knowledge or argumentative strategies to movies, magazines or art pieces. The paper begins with a brief theoretical sketch of these ideas, and then presents three case studies, each of which involves the use of a different type of symbolic resource within a particular age group. In the first, children are observed in interaction with a peer about a conservation problem. In the second, adolescents are observed negotiating the meaning of their art productions with their peers, teachers and parents. The third example looks at Western tourists searching for spirituality, adventure and freedom in Ladakh as an alternative to the materialism of modernity. In each case the analysis of the symbolic resources employed indicates the significance of the gaze of the other in the construction of meanings, and of the various constraints operating within specific situations. The analysis also reveals different modes of use of symbolic resources, linked to changing forms of reflectivity.

Gender identities and education : the impact of starting school

Abstract: Starting school is seen as a significant event in childhood not only by parents and teachers, but by children themselves. Although it seems clear that gender identities have been firmly developed in domestic settings, we also know that school has a major influence on further development as evidenced by achievements and choices of subjects in later educational careers. How do children come to negotiate such a social gender identity? Gerard Duveen and Barbara Lloyd examine the beginnings of this process through an investigation of four- and five-year-old children's reconstruction of gender during their first year at school. Their research is informed by the theory of social representations, and their approach combines the psychology of development with that of social gender identities.

A Threat in the Air How Stereotypes Shape Intellectual Identity and Performance

Abstract: A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Abstract: Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Discourse Analysis as Theory and Method

Abstract: Discourse Analysis as Theory and Method is a systematic introduction to discourse analysis as a body of theories and methods for social research. It brings together three central approaches, Laclau and Mouffe's discourse theory, critical discourse analysis and discursive psychology, in order to establish a dialogue between different forms of discourse analysis often kept apart by disciplinary boundaries. The book introduces the three approaches in a clear and easily comprehensible manner, explaining the distinctive philosophical premises and theoretical perspectives of each approach as well as the methodological guidelines and tools they provide for empirical discourse analysis. The authors also demonstrate the possibilities for combining different discourse analytical and non-discourse analytical approaches in empirical study. Finally, they contextualize discourse analysis within the social constructionist debate about critical social research, rejecting the view that a critical stance is incompatible with social constructionist premises and arguing that critique must be an inherent part of social research.

An organizing framework for collective identity: Articulation and significance of multidimensionality

Abstract: The authors offer a framework for conceptualizing collective identity that aims to clarify and make distinctions among dimensions of identification that have not always been clearly articulated. Elements of collective identification included in this framework are self-categorization, evaluation, importance, attachment and sense of interdependence, social embeddedness, behavioral involvement, and content and meaning. For each element, the authors take note of different labels that have been used to identify what appear to be conceptually equivalent constructs, provide examples of studies that illustrate the concept, and suggest measurement approaches. Further, they discuss the potential links between elements and outcomes and how context moderates these relationships. The authors illustrate the utility of the multidimensional organizing framework by analyzing the different configuration of elements in 4 major theories of identification.

Handbook of Theories of Social Psychology

Abstract: The Handbook of Theories of Social Psychology is an essential resource for researchers and students of social psychology and related disciplines.