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Books on the topic 'Agents of socialization'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Television and teenagers: An emerging agent of socialization. New Delhi: Sarup & Sons, 2003.

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2

Second language socialization and learner agency: Adoptive family talk. Bristol: Multilingual Matters, 2012.

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3

Fogle, Lyn Wright. Second language socialization and learner agency: Adoptive family talk. Bristol: Multilingual Matters, 2012.

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4

(Nigeria), National Orientation Agency. Mandate and mission: Towards building the Nigerian nation. Abuja: National Orientation Agency, 1999.

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5

Canadian International Development Agency. Public Affairs Branch. A developing world: A publication of the Canadian International Development Agency. S.l: s.n, 1987.

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6

Education for political stability in Nigeria: The unfinished agenda : the twelveth convocation lecture of the Rivers State College of Education. Ughelli [Nigeria]: Eddy-Joe Publishers, 2003.

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7

campus)), Nebraska Symposium on Motivation (48th 2002 University of Nebraska (Lincoln. Agency, motivation, and the life course. Lincoln, [Neb.]: University of Nebraska Press, 2002.

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8

Devine, Dympna. Structure, agency and the exercise of power in children's experience of school. Dublin: University College Dublin, 1998.

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9

author, Marunas Nathaniel, Epstein Robin 1972 author, and Gonzales Chuck illustrator, eds. The worst-case scenario survival handbook: Gross junior edition. Mankato, Minnesota: Smart Apple Media, 2015.

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10

Borgenicht, David. The worst-case scenario survival handbook: Weird junior edition. Mankato, Minnesota: Smart Apple Media, 2015.

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11

The worst-case scenario survival handbook: Middle school. Mankato, Minnesota: Smart Apple Media, 2015.

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12

Borgenicht, David. The worst-case scenario survival handbook: Junior edition. San Francisco: Chronicle Books, 2007.

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13

H, Winters Ben, and Epstein Robin 1972-, eds. The worst-case scenario survival handbook: Middle school. San Francisco: Chronicle Books, 2009.

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14

Borgenicht, David. The worst-case scenario survival handbook: Junior edition. Mankato, Minnesota: Smart Apple Media, 2015.

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15

Borgenicht, David. The worst-case scenario survival handbook: Extreme junior edition. Mankato, Minnesota: Smart Apple Media, 2015.

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16

Justin, Heimberg, and Gonzales Chuck, eds. The worst-case scenario survival handbook: Extreme junior edition. San Francisco: Chronicle Books, 2008.

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17

Churchill, Robert Paul. Socialization, Gender, and Violence-Prone Personality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190468569.003.0004.

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This is the first of three chapters to explore why honor killings occur in terms of the perpetrators, victims, families, and neighbors caught up in the social practice. This chapter approaches the psychology of honor killing in terms of reasons for key agents’ motives and behaviors—more specifically, the sociocultural roots of expectations about honorable and shameful behavior, responses to shame, and the formation of a personality capable of overcoming constraints on killing. Here the emphasis is on the beginnings of socialization, gender performance, and personality formation, starting with child-rearing and parental practices, as well as adverse life conditions including toxic stress. The chapter proceeds to consider how adversity and toxic stress alter brain architecture and explains how insecure attachment and traumatic bonding may contribute to a violence-prone personality.
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18

Chauhan, Kanwar. Television and Teenagers ; An Emerging Agent of Socialization. Sarup & Sons, 2003.

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19

Dweck, Carol S. Social Development. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0008.

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This chapter describes new theories, concepts, and methods that are being brought to bear on the central questions of social development, and it highlights the unprecedented interdisciplinary nature of current research in social development. Topics include the foundations of “social-ness” and its role in making humans unique; new findings on gene–environment and temperament–environment interactions and their role in the emergence of important social outcomes; ways in which socialization experiences are carried forward in children’s mental representations and physiological changes; the impact of different agents of socialization, such as parents, peers, and media; the mutual influence of cognitive and social development, and the ways in which social-cognitive interventions can boost intellectual performance; and the burgeoning area of intergroup perception and interaction. Throughout I discuss the implications of recent discoveries for interventions, and the ways in which interventions both test theories and speak to the plasticity of developing systems.
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20

India's Working Women and Career Discourses: Society, Socialization, and Agency. Lexington Books/Fortress Academic, 2014.

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21

Vuolanto, Ville. Elite Children, Socialization, and Agency in the Late Roman World. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199781546.013.028.

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22

Bilsky, Leora, and Annette Weinke, eds. Jewish-European Émigré Lawyers. Wallstein Verlag, 2021. http://dx.doi.org/10.5771/9783835346277.

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Jewish émigré lawyers, historians, archivists and activists and their individual approaches to International Humanitarian Law. Jewish-European émigré lawyers in the twentieth century were important agents of legal internationalism and served as carriers of intercultural concepts of international legal thought; concepts, which fed into postwar discourses, but were also often forgotten or marginalized. This interdisciplinary volume focusses on a range of international lawyers, historians, archivists and activists and their individual approaches towards International Humanitarian Law. It uses a biographical lens to analyze the impact of subjective experiences like academic socialization, ideological and religious viewpoints (Weltanschauung), social marginalization, political and racial persecution, and forced emigration. Moreover, it investigates the extent to which the emigrants’ experiences shaped typical notions of twentieth century politics and law, such as universalism and particularism, cosmopolitanism and sovereignty, national self-determination, citizenship and statelessness, collective minority rights, and individual human rights.
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23

Martin, Jeffrey J. Entering Sport. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0008.

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This chapter presents research that sheds light on the ways in which individuals with disabilities get their start in sport. Many people with acquired disabilities start disability sport as novices yet may have had experience in able-bodied sport before the disability. Children with congenital disabilities may start sport at a young age. However, many children with disabilities face a variety of barriers to sport participation. Opportunities for disabled children to learn about sport via school physical education and school-sponsored sports are much scarcer than for able-bodied children. A major challenge for all individuals with disabilities is that formal and informal opportunities are often limited or not widely advertised, or transportation is lacking. As a result, many athletes with disabilities are more reliant on socialization agents such as teammates, coaches, enlightened parents, medical doctors, and physical therapists. In particular, people associated with the medical profession are potentially more influential for athletes with disabilities than for able-bodied athletes, who may have limited contact with physical, occupational, recreational, or rehabilitation therapists.
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24

Romero, Margarita Sánchez. Care and Socialization of Children in the European Bronze Age. Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.18.

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Care and socialization are practices included in what have been called maintenance activities, a set of works that entangle very specific and characteristic relations and identities. These activities involve the quotidian maintenance of human groups through care, socialization, provision, food processing, and cooking or the organization and maintenance of the living area. Such practices are vital for the reproduction, cohesion, and wellbeing of communities and involve a significant amount of specialized knowledge, experience, and technology. This chapter examines evidence from the European Bronze Age for care and socialization practices, offering new challenges and questions on issues such as children’s agency and identity and involvement in the processes of daily life.
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25

Dautenhahn, Kerstin. Human Cognition and Social Agent Technology (Advances in Consciousness Research). John Benjamins Publishing Co, 2000.

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26

Holmes, Robyn M. Cultural Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.001.0001.

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Cultural psychology draws upon major psychological topics, theories, and principles to illustrate the importance of culture in psychological inquiry. It explores how culture broadly connects to psychological processing across diverse cultural communities and settings, highlighting its application to everyday life events and situations, and presenting culture as a complex medium in which individuals acquire skills, values, and abilities. One central theme is the view of culture as a mental and physical construct that individuals live, experience, share, perform, and learn; a second core theme is how culture shapes growth and development. Culture-specific and cross-cultural examples reveal connections between culture and psychological phenomena. The text is multidisciplinary and presents different perspectives on how culture shapes human phenomena. It provides an introduction to this field; covers the history of cultural psychology, cultural evolution, and cultural ecology; explains methods; and examines language and nonverbal communication, and cognition and perception. Topics investigating social behavior include the self, identity, and personality; social relationships, social attitudes, and intergroup contact in a global world; and social influence, aggression, violence, and war. Topics addressing growth and development include human development and its processes, transitions, and rituals across the life span; and socializing agents, socialization practices, and child activities. Additional topics explore emotion and motivation, mental health and psychopathology, and future directions for cultural psychology. Chapters contain teaching and learning tools, including case studies, multidisciplinary contributions, thought-provoking questions, class and experiential activities, a chapter summary, and additional print and media resources.
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27

Mason, Elinor. Respecting Each Other and Taking Responsibility for Our Biases. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190609610.003.0007.

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This chapter considers cases of morally problematic action where an agent acts in a biased way and the explanation is socialization and nonculpable false belief, rather than bad will on the part of the agent. In such cases, moral intuitions are pulled in two directions: on the one hand, nonculpable ignorance is usually an excuse, but in the case of acting in a biased way, there is reason to find the agent blameworthy. The chapter argues that although the paradigmatic account of blameworthiness is based on quality of will, we can and should be willing to allow that there are non-paradigmatic cases. The zone of responsibility can be extended to include acts that we are not fully in control of, and acts whose moral status we are nonculpably ignorant about at the time of acting. This extension of responsibility happens through a voluntary taking of responsibility.
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28

Scott, Charlotte. ‘Love is proved in the letting go’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198828556.003.0004.

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Maintaining the focus on the role of the child in relation to figures of authority, and the thresholds between dependence and independence outlined in Chapter 3, Chapter 4 analyses some of Shakespeare’s comic children. Turning to the relationship between socialization and marriage and the institutional structures through which the young people of these plays are ushered, it explores the role of marriage in the stratification of emotional authority. Concentrating on A Midsummer Night’s Dream and Much Ado About Nothing, Chapter 4 examines the tensions between the sociable and gendered body. Analysing contemporary attitudes to marriage as transference of power from the father to the husband, it explores the status of the woman between child and wife. Thinking about the terms of agency that these plays deploy, the spaces in which women are shown to ‘grow up’, and the extent to which Shakespeare’s comedies complicate the representation of marriage as socialization, this chapter positions its focus on the child as social commodity.
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29

Berman, Elise. Talking Like Children. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190876975.001.0001.

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Presented as a series of captivating stories from a village in Oceania, Talking Like Children is an intimate analysis of interaction that shows how age comes to be. Children in the Marshall Islands do many things that adults do not: they walk around half naked, display food in public, and explicitly refuse to give. Although many see these behaviors as natural results of children’s immaturity, the author shows that children are socialized to be different from adults—to be rude and immature. She analyzes a variety of interactions all broadly based around exchange: adoption negotiations, efforts to ask for or avoid giving food, debates about supposed child abuse. In these dramas both large and small, age differences emerge through the decisions people make, the emotions they feel, and the asymmetries they produce. Age and the life course often appear less interesting, less important, or more biologically determined than gender, race, or class. But Berman shows that, like gender and race, age differences are culturally produced and socially influential. Age differences give Marshallese children and adults “aged agency,” or the ability to manipulate social life in distinct but complementary ways. These differences are also a central mechanism of language socialization. Talking Like Children reestablishes age as a foundational concern of anthropological and linguistic research and as a variable that transforms our views of socialization, cultural reproduction, agency, giving, and culture.
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30

Studlar, Donley. E. E. Schattschneider,. Edited by Martin Lodge, Edward C. Page, and Steven J. Balla. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199646135.013.39.

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E. E. Schattschneider’s short book,The Semi-Sovereign People: A Realist’s View of Democracy in America(1960), is an analysis of the functioning of US democracy, especially the struggle between “privatization” and “socialization” of issues as well as the competition for space on a crowded political agenda. Its major contribution was to develop the concept of agenda-setting, the “conflict of conflicts,” as an essential dimension of the policy process. Intended as a “defense of parties” manifesto against the then-popular group theories of politics, Schattschneider’s book was part of the elitist–pluralist debate in its time as well as leading to a variety of later, more empirical studies on various dimensions of the policy process. Schattschneider’s ideas have inspired many subsequent studies on agenda-setting, both in the US and abroad. This chapter examines the longer-term impact of these ideas as well as the book’s shortcomings, such as lack of attention to the media.
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31

Collins, Harry. Interactional Expertise and Embodiment. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806639.003.0006.

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The first part of this chapter introduces the idea of interactional expertise, while the second part focuses on its implications for philosophical theories of the importance of the body in forming our conceptual world. The chapter argues that the way philosophers have dealt with the body turns attention away from the most important questions and that we cannot answer these questions without making the notion of socialization, and therefore interactional expertise, a central concept in our thinking. This makes language at least as important, and often more important than bodily practice in our understanding of the world. The notion of a disembodied socialized agent leads in the direction of interesting questions while the notion of an embodied but unsocialized human actor is unimaginable.
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32

Stegenga, Jacob. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747048.003.0012.

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The book concludes by articulating what medical nihilism might entail for medical research, regulation, and treatment. There have been many proposed solutions to problems raised in this book, ranging from minor modifications to medical research (like requiring the registration of trials prior to data collection, and open access to trial data), to revolutionary changes (such as the complete socialization of medical research). These proposals for realigning medical research are evaluated, and proposals that are consistent with medical nihilism are articulated. These include stricter standards for detecting benefits and harms of medical interventions, a closer scrutiny of corporate research, and a shift in the research agenda away from barely effective pharmaceuticals toward projects with potential for greater impact, such as research on the importance of diet and exercise, and on neglected tropical diseases.
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33

Muldoon, James. Building Power to Change the World. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198856627.001.0001.

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The German council movements arose through mass strikes and soldier mutinies towards the end of the First World War. They brought down the German monarchy, founded several short-lived council republics, and dramatically transformed European politics. This book reconstructs how participants in the German council movements struggled for a democratic socialist society. It examines their attempts to democratize politics, the economy, and society through building powerful worker-led organizations and cultivating workers’ political agency. Drawing from the practices of the council movements and the writings of theorists such as Rosa Luxemburg, Anton Pannekoek, and Karl Kautsky, this book returns to their radical vision of a self-determining society and their political programme of democratization and socialization. It presents a powerful argument for renewed attention to the political theories of this historical period and for their ongoing relevance today.
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34

Allen, Shanley. Polysynthesis in the Acquisition of Inuit Languages. Edited by Michael Fortescue, Marianne Mithun, and Nicholas Evans. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199683208.013.25.

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In this chapter, I begin by briefly outlining the structure of Inuit (Eskimo) languages and the challenges they present for child language development. In the bulk of the chapter, I review the existing literature on the first language, impaired, and bilingual acquisition of Inuit languages (i.e. Inuktitut and West Greenlandic) from ages 1 through 16 years. Structures covered include nursery vocabulary, word-internal derivational morphology, verbal and nominal inflectional morphology, other complex morphology, noun incorporation, passive, causative, valency alternations, argument realization, and tense and aspect. I also briefly cover aspects of language socialization, narrative acquisition, and the effects on Inuit language acquisition of increasing use of majority languages. I conclude with a summary of our knowledge so far and directions for further research.
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35

du Toit, Fanie. Reconciliation as Interdependence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190881856.003.0009.

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This chapter endeavors to develop a coherent framework for political transition—as reconciliation. I argue that reconciliation explains how relationships emerge in unfavorable conditions; how once a modest beginning is achieved, cooperation can grow, trust strengthened, and understanding deepened through appropriate processes and institutional arrangements; and how eventually a fundamentally more just society is built—all as part of a comprehensive transitional agenda. In South Africa, reconciliation politics propagated the idea, diametrically opposed to apartheid, that racial groups were fundamentally and comprehensively interdependent. This provided a compelling rationale for taking reconciliation seriously—and twenty-four years on, it still does. Reconciliation embraces a shared future on the basis that this is not only desirable but unavoidable, and turns to deal with a troubled past because it obstructs this future. More broadly, therefore, reconciliation can be described as “working toward fairness and inclusivity, reconciliation entails the mutual acknowledgment, the progressive institutionalization, and the long-term socialization of a comprehensive and fundamental interdependence.”
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36

Walt, Stephen M. Realism and Security. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.286.

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Political Realism has been described as the “oldest theory” of international politics, as well as the “dominant” one. Central to the realist tradition is the concept of “security.” Realism sees the insecurity of states as the main problem in international relations. It depicts the international system as a realm where “self-help” is the primary motivation; states must provide security for themselves because no other agency or actor can be counted on to do so. However, realists offer different explanations for why security is scarce, emphasizing a range of underlying mechanisms and causal factors such as man’s innate desire for power; conflicts of interest that arise between states possessing different resource endowments, economic systems, and political orders; and the “ordering principle” of international anarchy. They also propose numerous factors that can intensify or ameliorate the basic security problem, such as polarity, shifts in the overall balance of power, the “offense–defense balance,” and domestic politics. Several alternative approaches to international relations have challenged the basic realist account of the security problem, three of which are democratic peace theory, economic liberalism, and social constructivism. Furthermore, realism outlines various strategies that states can pursue in order to make themselves more secure, such as maximizing power, international alliances, arms racing, socialization and innovation, and institutions and diplomacy. Scholars continue to debate the historical roots, conceptual foundations, and predictive accuracy of realism. New avenues of research cover issues such as civil war, ethnic conflict, mass violence, September 11, and the Iraq War.
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37

Worick, Jennifer, Joshua Piven, and David Borgenicht. The Worst Case Scenario Survival Handbook: Dating & Sex (Worst-Case Scenario Survival Handbooks). Listen & Live Audio, 2002.

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38

Worick, Jennifer, Joshua Piven, and David Borgenicht. Worst-Case Scenario Survival Handbook: College. Chronicle Books, 2004.

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39

(Illustrator), Chuck Gonzales, ed. The Worst Case Scenario Survival Handbook: Junior Edition (Worst Case Scenario). Chronicle Books, 2007.

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40

(Narrator), Laura Hamilton, ed. The Worst Case Scenario Survival Handbook: Dating & Sex (Worst-Case Scenario Survival Handbooks). Listen & Live Audio, 2002.

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41

Borgenicht, David. The Worst-Case Scenario Survival Handbook. Ri Chu Chu Ban, 2019.

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