Cultural Life Course Studies (CLS)
The research group Cultural Life Course Studies (CLS) explores meaning making relations between the collective and personal cultures as historical events in the life of individuals, groups and society. This universal and persistent relation not only guides the person to live a cultivated life, but also serves as the foundation from which we live our lives in meaningful ways.
Cultural psychology is a psychological science aimed at understanding human development building on the premises that human beings live in a world full of objects with pre-existing meanings and that these meanings, as they are experienced, become personalized (and thus developed) – generating an (evolving) understanding of our self in the world and the world in our self.
The research group works:
- to investigate and theorize the social situation of development taking the interdependent dynamics of sociohistorical circumstances, institutional practices, the person’s everyday social local living and his or hers existing and evolving engagements, resistance and concerns into account
- to explore (in various contexts and developmental epochs) the processes, which generates and transforms people way of caring and concerning for their lives in unique and personal ways - yet in accordance with rules, norms and values within the society.
- to examine how educational interventions in a given society guide human life courses towards greater readiness to innovate and work with social others.
- to participate in re-construction and development of sustainable local and institutional arrangements.
The Institutional Life Course: Children's development through day care
Investigates the developmental possibilities for children, following the increased attention on learning in Danish ECEC's. 16 children's experiences of participating in the institutional life are examined over a period of three years. Focus is how children experience participating in the institutional life; how he or she makes sense through participation in institutional arrangements and how these experiences become meaningful in the concrete lifecourse. Theoretically, the project is developmental and underscores the relation between the development of the person and the culturally organized environment, in which the child develop and learn. Development is thus considered bi-directional and dynamically evolving.
Researcher: PhD student and research assistant Jakob Villadsen.
East – Asian and Scandinavian study of Early Childhood Care and Education (ECEC) and children's cultural life course: the cultural developmental case of Risk
This project contributes to the research on Early Childhood Education and Care (ECEC) on a global scale, but rather than addressing this global phenomenon on an aggregate level of effectiveness of various context-free pedagogical methods, we focus on the developing processes between concrete local cultures and developing persons. As an explorative point of entry, we will conduct a series of intercultural laboratories examining the phenomenon of children "being at risk" or "risky situations" taking concrete children's life course in their local cultural traditions, into consideration.
Care in transition. Experiences of care and support in pre-teens with type 1 diabetes and their families
The study revolves around families with children with type 1 diabetes. It aims to explore how pre-teens (9-12 years old) with type 1 diabetes and their families enact and negotiate diabetes care in everyday life as well as their needs for support. The empirical material consists of interviews and workshops with pre-teens, parents and siblings. Theoretically, the study gives analytical attention to the social aspects of living with a chronic illness.
Researcher: PhD student Regitze Pals.
Digitization from a cultural life course perspective
I am studying psychology at the MA-level and help the research group as a research assistant. My project is a cultural and existential investigation of children's meaning making regarding digitization using qualitative methods. The goal is to better understand children's experience of being in a world with different technological opportunities. Eventually, I wish to expand the project and be able to continue as a ph.d. student.
Contact: MA student Mathias Larsen.
Developing collective care in classrooms
I am studying psychology at the MA-level and help the research group as a research assistant. In my project I investigate how primary school teachers can promote the development of collective cultures of care amongst school children in middle childhood. Eventually, I wish to expand the project and be able to continue as a ph.d. student.
Contact: MA student Thomas Gylling.
Aged Experience – a cultural developmental perspective
In this European network (AGILE), we examine elder-life through a cultural developmental perspective. Empirical studies are conducted in Denmark, Switzerland, Serbia, Sweden, Luxemburg and France.
Researcher: Associate Professor Pernille Hviid.
2018 - 2021
PhD scholarship from Steno Diabetes Center Copenhagen. Collaboration between Steno Diabetes Center Copenhagen and Department of Psychology, University of Copenhagen focusing on psychosocial aspects in diabetes care.
2017 - 2019
The Danish Agency for Science, Technology and Innovation, Network grant: 283.824
East – Asian and Scandinavian study of Early Childhood Care and Education and children's cultural life course: the cultural developmental case of Risk.
2015 - 2019
E-Cir; EARLI Centers for innovative research. Program: Ages for learning and growth: Sociocultural perspectives. (With: M. Grossen (CH), R. Säljö (S), S. Akkerman (NL), V. Tartas (F), T. Zittoun (CH), K. Murakami (DK), D. Fierring (LUX), A. Baucal (SR)). The E-CIR grant offers accommodation and daily supplies in Leuven (BE) related to network-meetings, twice a year on a four year basis.
2014 - 2015
The Danish Agency for Science, Technology and Innovation, Network grant: 287.320 DKK. Social Innovation Network (SIN).
2013 - 2014
The Danish Agency for Science, Technology and Innovation, Network grant: 287.842 DKK. Migrating exploratory network: Conceptualizing and investigating life course in a sociocultural historical perspective.
2010 - 2012
BUPL’s og SL’s Forsknings- og Udviklingsfond: 2.000.000 DKK. A collaborative project between Department of Psychology and Copenhagen Business School (Lead by prof. Preben Melander, CBS). Den nye meningsfulde kvalitetsudviklingsdialog indenfor daginstitutionsområdet.
- AGILE – Ages of learning: sociocultural perspectives
- Nordisk Nettverk for Barnelivsforskning
- CUPSY – European Doctoral Network for Sociocultural Psychology
- ISTP – International Society for Theoretical Psychology
- NDL - Netværket for Danske Legeforskere
- Member of Formandsskabet for Rådet for Børns Læring (Pernille Hviid, to 2022)
- Mandag Morgen, boardmember on investigating Child-life in Denmark (Pernille Hviid, to 2021)
- Talk: Børns Vilkår, Well-being and failure to thrive amongst children in Denmark (Pernille Hviid, Christiansborg)
- Talk: Dansk Psykolog Forenings annual meeting: Childrens everyday life, development and well-being (Pernille Hviid, online)
- DEA independent, non-profit think tank: The arrangement of childlife and the development of persons (Jakob Villadsen, Dec. 2019)
- Hviid, P. (2020). Aged Experience – A Cultural Developmental Investigation. Learning, Culture & Social Interaction.
- Hviid, P. (2019). Dialogical Experiences in Practice – Research with Danish Daycare: Moving from Abstract to Concrete Generalizations. Culture & Psychology
- Hviid, P. & Martsin, M. (2019). Culture in education – education in cultures. Tensioned dialogues and creative constructions. Springer, Cham: Springer. Bookseries: Cultural Psychology of Education, vol. 10.
- Hviid, P., & Villadsen, J. W. (2018). The Development of a Person: Children's Experience of Being and Becoming within the Cultural Life Course. I A. Rosa, & J. Valsiner (red.), The Cambridge Handbook of Sociocultural Psychology (2 udg., s. 556-574). Cambridge: Cambridge University Press.
- Hviid, P., & Villadsen, J. W. (2017). Playing and Being: imagination in the life course. I T. Zittoun, & V. Glaveanu (red.), Handbook of Imagination & Culture (s. 137 - 166). NY: Oxford University Press. Frontiers in Cultural Psychology.
- Larsen, M. N. (2019). Gaming—Leg eller lidelse. Et kulturhistorisk syn på computerspil i det 21. Århundrede. Pædagogisk Psykologisk Tidsskrift, 56(5), 71–83.
- Pals, R. A. S., Skinner, T. C., Velasco, E. R., & Grabowski, D. (2020). The role of theories in interventions targeting pre-teens with type 1 diabetes: A critical literature review. Child Care Health Development, 46(2), 155-174.
- Villadsen, J. W. (2019). Children’s Development: Between Personal Engagements and Curriculum-Based Preschool Practices. In Hviid, P. & Märtsin, M. (Eds). Culture in Education and Education in Culture: Tensioned Dialogues and Creative Constructions (pp. 217-238), Cham: Springer. Bookseries: Cultural Psychology of Education, vol. 10.
- Villadsen, J. W. (2017). A History of Resisting the Concept of Resistance in Thinking about Human Thinking. I N. Chaudhary, P. Hviid, G. Marsico, & J. W. Villadsen (red.), Resistance in Everyday Life: Constructing Cultural Experiences: Modstand i hverdagslivet: dannelse af kulturelle oplevelser (s. 113-126). Springer.
For the full lists of publications, see: