This volume addresses the critical gaps in developmental research on childhood learning by advocating for a more inclusive and cross-cultural approach. Recent studies highlight a concerning over-reliance on data from post-industrialized Western countries, raising questions about the broader applicability of findings. This book seeks to provide a comprehensive solution, bridging the gap between theory and practice.
It offers a unique guide for researchers by combining interdisciplinary perspectives from anthropology, psychology, education, and beyond. With over 60 contributors from 21 countries, the book weaves together diverse cultural insights, challenging the narrow scope of traditional research. Each chapter features multiple perspectives, creating a coherent and thoughtful discussion of essential topics such as cultural learning, childhood, and the historical and social forces shaping development.
'A Field Guide to Doing Cross-Cultural Research on Childhood Learning' goes beyond theoretical discussions by offering practical advice on fieldwork, ethics, and engaging policymakers. By centering marginalized voices and emphasizing community agency, it strives to democratize developmental research.
The format is innovative, merging the breadth of encyclopedic entries with the depth of cohesive chapters. Moreover personal reflections and photographs embedded in the book will give readers a window into the experiences of those involved in cross-cultural research on children.
This accessible, academically rigorous volume is a must-read for scholars seeking to advance inclusive and sustainable research on childhood learning, and anybody interested in child development in a worldwide perspective.
Sheina Lew-Levy is an assistant professor of Psychology at Durham University. She holds a PhD in Psychology from the University of Cambridge (2019). Drawing from anthropological and psychological theory, she conducts research in hunter-gatherer societies to understand the cultural diversity in, and evolution of, social learning in childhood. Specifically, she has used quantitative and qualitative methods to study how and from whom BaYaka and Hadza children from Congo and Tanzania, respectively, learn through meaningful participation in everyday activities. As the co-founder and co-director of Forager Child Studies, she also conducts cross-cultural reviews and secondary data analysis on the pasts, presents, and futures of hunter-gatherer children's learning.
Stephen Asatsa is a Counseling Psychologist and Lecturer at the Catholic University of Eastern Africa. He holds a PhD in Counseling Psychology from the same university (2018). His clinical practice focuses on trauma, grief and death. His research interest spans from African Indigenous psychology adolescent emotional regulation and addiction. His current research focuses on traditional Luhya mourning rituals: A cultural evolutionary approach to understanding community wellbeing, cooperation, cultural transmission, and cultural resilience in a Kenyan Indigenous community.
