Contributing Faculty Members

Professor Michael Bamberg

Michael Bamberg is Associate Professor of Psychology at Clark University, Worcester, Massachussetts (where Sigmund Freud gave his first invited lectures in 1911). He holds doctorate in the fields of psychology and psycholinguistics from the University of California at Berkeley. His present work is in the area of the development of narrative skills in children across different languages and cultures. His books, The Acquisition of Narratives (1987) and Narrative Development (1995), document his contribution to an emerging field of cross-cultural discourse study. He is the joint editor of the journal Narrative Inquiry. He and Nancy Budwig (below) have been Visiting Fellows at Massey, Palmerston North, during 1993-4, playing a central role in the development of the present initiative.

Lawrence Berg

Lawrie Berg is Professor of Geography at Okanagan University College, British Columbia. His work focuses upon two aspects of critical cultural geography: the social construction of racialised and gendered peoples, and the social construction of geographic practices. He is currently working on seven research projects covering a diverse range of issues including: the gendering of geographic knowledge; the ethnocentrism in taken-for-granted geographic practices; racism and masculinities in 19th century Aotearoa/New Zealand; masculinities, class, and the new spaces of the internet; power-knowledge and the construction of academic landscapes in Aotearoa; and, masculinities and restructuring in Aotearoa.

Professor Michael Billig

Mick Billig is Professor of Social Psychology at Loughborough University, and founder of the Discourse and Rhetoric Group. His 8 books (see, for example, Ideology and Social Psychology, 1982 have established his reputation as one of the most original of contemporary social psychologists, and have enabled him to bring together at Loughborough over the past decade one of the strongest assemblages of talent in the field. Members of his group have produced some of the central publications and sources in the field over the last few years (eg, Potter and Wetherell, 1987; Edwards and Potter, 1992; Wetherell and Potter, 1993; Kitzinger, 1990). His recent books include Ideology and Opinions, 1991 and Banal Nationalism, 1995

Professor Luis Botella

Luis Botella is Professor of Psychotherapy at the Department of Psychology (Ramon Llull University, Barcelona, Spain) where he also directs the Master's Course in Clinical Psychology and Psychotherapy. He is a member of the editorial board of the Journal of Constructivist Psychology, the International Journal of Psychotherapy, the European Journal of Psychotherapy, Counselling, and Health and the Revista de Psicoterapia. He belongs to the Society for Psychotherapy Research, the Advisory Board of the Society for Constructivism in the Human Sciences, the Sociedad Española para la Integración en Psicoterapia (Spanish branch of the Society for the Exploration of Psychotherapy Integration), the European Personal Construct Association and the Asociación Española de Psicoterapias Cognitivas (Spanish Association for Cognitive Therapies). He is the main researcher of the Constructivism and Discourse Processes Research Group. His publications and research interests include postmodern thought, constructivism and social constructionism, psychotherapy (process and outcome research), psychotherapy integration, Personal Construct Theory, narrative psychology and psychotherapy, cognitive complexity, identity, and Eastern spirituality (Taoism and Zen Buddhism). He mantains a private practice as a psychotherapist at the Centre de Terąpia Cognitiva i Assessorament Psicològic (Cognitive Therapy and Psychological Counselling Center) in Barcelona.

Professor Nancy Budwig

Nancy Budwig is Associate Professor of Psychology at Clark University. Her current work examines language development and the role of language in early socialization practices. Her book A Developmental-Functionalist Approach to Child Language (1995) investigates the development of conceptions of self and agency.

Dr Daniel Chandler

Daniel Chandler is a lecturer in Media Theory in the Department of Theatre, Film and Television Studies at the University of Wales, Aberystwyth. His current research interests are in children's understanding of television and in the phenomenology of the act of writing. He teaches undergraduate courses on Media Theory, Learning from TV and Media Education. He is the coordinator of an interdepartmental MA course in Television Studies, and supervises research students in the field of media theory. He also runs a website called the Media and Communication Studies Page, which is a gateway to academic resources on the World-Wide Web for the study of media and communication. His own most heavily-accessed on-line paper is 'Semiotics for Beginners', the book version of which is due out from Routledge on 7th December 2001.

Professor Michael Cole

Mike Cole is Professor of Psychology at the University of California, San Diego. He is the founding Director of the Laboratory of Comparative Human Cognition. As a group, this Laboratory has collaboratively authored a number of classic reviews in standard handbooks and reference works. His collaborative study with Sylvia Scribner, The Psychology of Literacy (1981), helped establish the view that human cognition can only be grasped and understood within the context of the cultural practices that sustain and constitute it. He has played a major role in introducing Russian schools of psychology to the West. He is currently pursuing the issue of the cultural constitution of human development by creating experimental activity systems which are studied over time both with respect to the develoment of children in them and to their growth within their institutional contexts.

Professor Jeanne Curran

Jeanne Curran is Professor of Sociology at California State University, Dominguez Hills. Her work focuses on teaching, without arrogance, without hierarchy, in a formal university setting that invites all to discourse on the major issues of justice, equality, legitimacy, and human understanding. This work is best illustrated by the Web site, 'Dear Habermas'. The 'Dear Habermas' site represents the latest stage, in work and publications shared with Professor Susan R. Takata of the University of Wisconsin, Parkside, in bringing students into an interactive exchange with faculty in the creation of texts for intertextual readings. Jeanne funded (FIPSE, HEW) her first undergraduate teaching project with Executive Director Hans Mauksch of the American Sociological Association, in 1975. Along with Susan Takata, Jeanne went on to establish the Stanley Mosk Undergraduate Moot Court Competition, and to develop interactive teaching patterns that would promote life-time learning and participation. Susan Takata was a student in that 1975 FIPSE project, as were Dr. Lois Lee, founder of Children of the Night, and Dr. J. J. Ponath, a psychologist who works with women in prison.

Professor Bronwyn Davies

Bronwyn Davies is Professor of Education at James Cook University, Townsville, Queensland. She is best known for her work on children's developing understanding of stories and the way these contribute to the development of their identity (for example, her books Frogs and Snails and Feminist Tales: Preschool Children and Gender, 1989; and Shards of Glass: Children Reading and Writing Beyond Gendered Identities, 1993).

David Epston

David Epston is a co-director of the Family Therapy Centre in Auckland. Along with Michael White he is a co-originator of a method of psychotherapeutic practice that has come to be termed 'narrative therapy' (for example, their joint book Narrative Means to Therapeutic Ends, 1990). He has a world-wide reputation as being one of the most creative and effective psychotherapists currently practising. He currently holds an Adjunct Professorship at John F. Kennedy University, San Francisco, and is a member of the visiting Faculty of the Department of Psychiatry and Epidemiology, Albert Einstein School of Medicine, New York. He regularly holds invited workshops and training seminars in Australia, North America and Europe. He will contribute to the core programme being proposed as well as to the planning of a possible future 'therapeutic' branch.

Dr. David Gauntlett

David Gauntlett is Lecturer in Social Communications in the Institute of Communication Studies at the University of Leeds. Among his books are Moving Experiences: Understanding Television's Influences and Effects (1995); Video Critical: Children, the Environment, and Media Power (1997); (with Annette Hill) TV Living: Television, Culture and Everyday Life (1999) ; and he is the editor of WEB.STUDIES: Rewiring Media Studies for the Digital Age (2000). His next book, Media, Gender and Identity: A New Introduction is about to be published. David is responsible for the resources available at the media theory site

Professor Kenneth Gergen

Ken Gergen is Professor of Psychology at Swarthmore College, Pennsylvania. He has been a major influence in social psychology since his and P. Davies's 1967 book on The Self. His role since then has been as an increasingly penetrating and respected critic of psychological practice, his 12 books including the 1991 award-winning The Saturated Self. Among his more recent books are Therapy as Social Construction (co-edited with S. McNamee), 1992; Realities and Relationships: Soundings in Social Construction, 1994; the 2nd Edition of Toward Transformation in Social Knowledge; and An Invitation to Social Construction

Professor Mary Gergen

Mary Gergen is Associate Professor of Psychology at Pennsylvania State University. She has been influential in a number of areas relating to this proposal, both on the theoretical level and as an innovative empirical researcher. Her recent work has contributed directly to the understanding of narrative and its place in social psychological explanations; feminist approaches in psychology (eg, her 1988 book, Feminist Thought and the Structure of Knowledge); and organizational theory. She thus brings together in her work a number of strands that contribute to issues addressed in this proposed programme.

Professor Rom Harre

Rom Harre is a New Zealander by birth. He is the Chair of the Sub- department of Philosophy at the University of Oxford and concurrently Professor of Social Psychology at Georgetown University, Washington D.C.. He has published over 30 books in the past 30 years, both in the Philosophy of Science and the foundations of Social Psychology. His 1972 book, co-authored with P.F.Secord, The Explanation of Social Behaviour became a `Citation Classic', and is the foundation source of modern social psychology. Rom was a student of the founder of Speech Act philosophy, J.L.Austin (a pupil of Wittgenstein), a philosophy which is at the root of both Cognitive Science and current interests in language and discourse as they illuminate the `human condition'. Among his most recent books are The Discursive Mind (with G. Gillett), 1992; Discursive Psychology in Practice (with P. Stearns), 1995; Rethinking Psychology, 1995, and Rethinking Methods in Psychology, 1995 (both with J. A. Smith and L. van Langenhove).

Professor Vincent Hevern

Vinnie Hevern is Chair of the Department of Psychology at LeMoyne College, Syracuse, NY. He has compiled the largest available set of Web resources on Narrative Psychology in support of the course he teaches on that subject. His pages focus upon narrative perspectives in psychology and allied disciplines and provide an interdisciplinary guide to bibliographical and Internet resources concerned with "the storied nature of human conduct" (Sarbin, 1986) broadly conceived.

Professor Andrew Lock

Andy Lock is Professor of Psychology at Massey University, Palmerston North, New Zealand. He was the editor of a collection of papers on the transition from prelinguistic communication to first words Action, Gesture and Symbol: The Emergence of Language in 1978, and a subsequent monograph, The Guided Reinvention of Language (1980). Both of these volumes approach early language development from a Vygotskyean perspective. His interest in the emergence of symbol systems has sustained a collaboration with Charles Peters at the University of Georgia for the past decade, during which time they have jointly edited the Handbook of Human Symbolic Evolution (1996). He is presently trying to co-ordinate these developmental and evolutionary perspectives to extend earlier work done in association with Paul Heelas (Indigenous Psychologies: The Anthropology of the Self, 1981).

Professor Ian Parker

Ian Parker is Professor of Psychology at Bolton Institute. He is co-director of the Tri-Institutional Discourse Unit (with bases at Bolton Institute, Bradford University and The Manchester Metropolitan University). He has been involved (as author, co-author, editor or co-editor) in 10 books dealing with critical perspectives in psychology. His work on the theory and practice of discourse analysis is concerned with the way psychology can be located in systems of power and ideology (for example, in Discourse Dynamics: Critical power and ideology (for example, in Analysis for Social and Individual Psychology, 1992, and Culture, Power and Difference: Discourse Analysis in South Africa, 1997, co-edited with Ann Levett, Amanda Kottler and Erica Burman), and with psychoanalytically- structured forms of subjectivity in contemporary culture (in Psychoanalytic Culture: Psychoanalytic Discourse in Western Society, 1997). Critical frameworks used in his work range from post-structuralist approaches (for example, in Deconstructing Psychopathology, 1995, with David Harper, Eugenie Georgaca, Terence McLaughlin and Mark Stowell-Smith) to Marxism (for example, in Psychology and Society: Radical Theory and Practice, 1996, co-edited with Russell Spears). He is also a member of Psychology Politics Resistance and active in the North West Right to Refuse Electroshock Campaign.

Dr Joseph Petraglia

Joseph Petraglia is an Assistant Professor of Rhetoric and Cognitive Science in the Georgia Institute of Technology's School of Literature, Communication and Culture (LCC). His primary teaching focus is on introductory courses in rhetorical theory, rhetoric and textual practices in science and technology, and cognitive approaches to educational technology. Primary research interests include the rhetoric of inquiry, comparative methodology, socio-cognitive approaches to learning, international education, and the rhetoric of educational technology.

Current collaborative research projects include the Rhetoric Resources at Tech (RRT), a web-based resource for introductory rhetoric courses, and Reality Check, a software project designed to facilitate constructivist learning. He has recently edited Reconceiving Writing, Rethinking Writing Instruction (Lawrence Erlbaum, 1995) and his book Reality by Design: The Rhetoric and Technology of Authenticity in Education is forthcoming (also from Lawrence Erlbaum). He has published several articles on cognitivism and writing pedagogy, theories of social construction, and authenticity as an educational and technological objective.

Professor Jonathan Potter

Jonathan Potter is Professor of Discourse Analysis in the Department of Social Sciences at the University of Loughborough. He is the co-author of 6 books and monographs (see, for example, Discourse and Social Psychology, 1987, Discursive Psychology, 1992, and Representing Reality, 1996), and over 40 papers in the past 10 years that have provided a focus in social psychology for the study of discourse processes, and a legitimation of this focus as a 'proper subject for a discipline that historically has emphasized observation and operationalism' (Contemporary Psycholgy). He is a co- collaborator with Billig (above), Derek Edwards and Margaret Wetherell in a number of projects that have brought the Loughborough group to world prominence.

Lois Shawver

Lois Shawver, Ph.D. is a clinical psychologist and psychoanalyst. She publishes on a broad range of topics and is on the editorial board of the American Journal of Psychoanalysis. She has also served as an expert witness in a large number of United States and Canadian trials on a variety of issues related to human sexuality. Her testimony has been used by both state and national governmental agencies as well as by plaintiffs suing these agencies. Her most recent paper, 'Psychoanalysis and Postmodernism', was published in the American Journal of Psychoanalysis. Her most recent book is And the Flag Was Still There: Straight People, Gay People and Sexuality in the U.S. Military. She has been teaching a seminar on Wittgenstein on the internet since 1996 on the MFTC List, where she is an active voice, and is considering teaching one on Foucault. She is developing resources on the web in relation to all these activities. Another of her projects is co-ordinating an on-line collaborative text on the history of psychology from a postmodern perspective.

Professor John Shotter

John Shotter is Professor and Chair of the Department of Communication at the University of New Hampshire; he was previously Professor of Social Psychology at the University of Utrecht. He is currently joint editor of the Sage series 'Inquiries in Social Constructionism' with Kenneth Gergen (above). He is one of the founders of the social construction paradigm in social psychology, through a series of 5 books dating back to 1976 (one co-authored with Alan Gauld (Human Action and its Psychological Investigation, 1977) (see, for example, Conversational Realities: Constructing Life through Language, 1993). In addition to his work in social psychology, John is also recognised as a major interpreter of the philosophy of Wittgenstein.

Professor James Wertsch

Jim Wertsch is Chair of the Department of Education, Washington University, St. Louis, USA. He is one of the foremost interpreters to the West of the Russian school of Psychology comprising Vygotsky, Bahktin, Le'ontiev, Luria and Voloshinov. This school of thought has been a major factor in the last 15 years in the reformulation of western Psychology to provide the bases of the emerging `Second Cognitive Revolution'. His books include: Vygotsky and the Social Formation of Mind (1985), an exposition of Vygotsky's thought; Culture, communication, and cognition: Vygotskian perspectives (1985), a 'standard' exploration of the application of Vygotskyean theorising to empirical issues in child development; and Voices of the Mind: A Sociocultural Approach to Mediated Action (1991), a major integrative statement of the theoretical bases and empirical studies that underpin the conception of cognition as socially-based that is at the heart of this faculty's interests. His most recent work is Sociocultural Studies of Mind (1995), co-edited with Pablo del Rio and Amelia Alvarez.

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