Embodied Social Representation

Wagner, Wolfgang

doi:10.1111/jtsb.12113

Cited by 10 publications

(35 citation statements)

References 11 publications

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“…The Dictionary of Psychology (APA, 2015) defines social representation as "a system, model, or code for unambiguously naming and organizing values, ideas, and conduct, which enables communication and social exchange among members of a particular group or community." According to Wagner (2017), social representations are overarching notions in two senses: as conceptually located across minds instead of within minds, and, as they unite, mental processes as well as behaviours and the social objects emerging thereof. It has been applied to the study of therapeutic relationship (Gelo et al, 2016), concentrating on its content and structure while using the central nucleus approach.…”

Section: Theoretical Approachmentioning

confidence: 99%

Higher Education Practices for Social Innovation and Sustainable Development

Dryjanska

Košťálová

Vidović

2022

Innovation, Technology, and Knowledge Management

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Social innovation and sustainable development should constitute learning objectives in higher education across disciplines, while encouraging collaboration among future professionals. The theoretical framework of the multidisciplinary theory of social representations applies the training model of scientist-practitioner-advocate to education aimed at social innovation. The contribution considers sustainable development in the light of the United Nations’ Sustainable Development Goals (SDGs). This chapter discusses some higher education practices from two different countries and fields of study. In the Czech Republic, innovative ways of involving students in practical work experience consist of participation in existing community projects, creation of publicly presented content or involvement in real-life situations. These practices and examples of activities lead towards enhanced civic engagement and responsibility; and a sustainable approach of students. In Croatia, innovative interactive practices include rural pop-up hubs and action research projects. They have been applied in both public and private higher education institutions to boost students’ engagement and critical thinking.

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Section: Theoretical Approachmentioning

confidence: 99%

Higher Education Practices for Social Innovation and Sustainable Development

Dryjanska

Košťálová

Vidović

2022

Innovation, Technology, and Knowledge Management

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“…The images used by social groups in the process of objectification may not have to be intellectually familiar; they may also be familiar to us as bodily experiences (Wagner, 2015(Wagner, , 2017see also O'Connor, 2017). When discussing the difference between languages, for instance, we use the experience of physical distance and proximity as we talk about "distant" languages that may be difficult to translate.…”

Section: Objectificationmentioning

confidence: 99%

“…We also often conceptualize the translation strategies of domestication and foreignization in terms of a physical distance that either the reader or the writer must traverse-an image originating from Schleiermacher-even though we could also conceptualize these strategies in other ways, such as affective familiarity (Koskinen, 2012). The mechanism of objectification may, therefore, link Social Representations Theory to embodied cognition and other approaches foregrounding the significance of embodiment in social meaning-making (O'Connor, 2017;Wagner, 2017; see also Barsalou, 1999;Gibbs, 2005).…”

Section: Objectificationmentioning

confidence: 99%

“…However, not all social representations are distributed through language and discourse; microgenesis entails not only verbal communication but also embodied action (Wagner, 2015(Wagner, , 2017. This is because "the social world exists before and initially independent of an individual" and "he or she inadvertently has to interact with the existing objects and issues in order to get a 'feeling' for the world's constitution" (Wagner, 2015, p. 20; see also Gibbs, 2005).…”

Section: Microgenesismentioning

confidence: 99%

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Social representations theory: An approach to studying translators’ socio-cognitive processes

Hokkanen

2021

LANS-TTS

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Social Representations Theory provides a comprehensive theoretical model for researching translators’ socio-cognitive processes. Developed in social psychology in the 1960s, the theory offers an integrative view of both individual and social processes in the construction and re-construction of knowledge. It draws attention to embodied meaning-making and the effect of material surroundings in perpetuating and disseminating social representations. Importantly, Social Representations Theory does not see representations as individual, solely conscious, or static mental constructions but as dynamic social–psychological phenomena that are enacted in discourse and social interaction. This article discusses Social Representations Theory as an approach to the empirical study of translators’ cognitive processes. Introducing the main concepts of the theory and using translators’ conceptualizations of source-text authors and target-text readers as an example, the article suggests avenues for using the theory in Cognitive Translation Studies.

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“…Specifically, mental health-related anti-stigma efforts typically reduce social context to individuals’ perceptions of other people’s attitudes and beliefs [ 2 , 58 ]. This is inadequate, as it neglects how axioms of time and space are foundational to the public’s perceptions of mental health and illness [ 13 , 53 , 61 ]. For example, during the situated experience of intimate contact in a university setting with someone perceived to have a mental health problem, people distanced representations of mental health problems as ‘foreign’, ‘unknown’ and ‘unfamiliar’ in response to concerns for the Self and one’s in-group [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Charting an Alternative Course for Mental Health-Related Anti-Stigma Social and Behaviour Change Programmes

Walsh

Foster

2022

IJERPH

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Mental health-related anti-stigma strategies are premised on the assumption that stigma is sustained by the public’s deficiencies in abstract professional knowledge. In this paper, we critically assess this proposition and suggest new directions for research. Our analysis draws on three data sets: news reports (N = 529); focus groups (N = 20); interviews (N = 19). In each social context, we explored representations of mental health and illness in relation to students’ shared living arrangements, a key group indicated for mental health-related anti-stigma efforts. We analysed the data using term-frequency inverse-document frequency (TF-IDF) models. Possible meanings indicated by TF-IDF modelling were interpreted using deep qualitative readings of verbatim quotations, as is standard in corpus-based research approaches to health and illness. These results evidence the flawed basis of dominant mental health-related anti-stigma campaigns. In contrast to deficiency models, we found that the public made sense of mental health and illness using dynamic and static epistemologies and often referenced professionalised understandings. Furthermore, rather than holding knowledge in the abstract, we also found public understanding to be functional to the social context. In addition, rather than being agnostic about mental health-related knowledge, we found public understandings are motivated by group-based identity-related concerns. We will argue that we need to develop alternative anti-stigma strategies rooted in the public’s multiple contextualised sense-making strategies and highlight the potential of engaging with ecological approaches to stigma.

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Embodied Social Representation

Cited by 10 publications

References 11 publications

Higher Education Practices for Social Innovation and Sustainable Development

Higher Education Practices for Social Innovation and Sustainable Development

Social representations theory: An approach to studying translators’ socio-cognitive processes

Charting an Alternative Course for Mental Health-Related Anti-Stigma Social and Behaviour Change Programmes

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