财主
发表于 2025-3-28 16:21:12
“It Takes a Village to Raise a Child”: Attachment Theory and Multiple Child Care in Alor, Indonesia,parents, to rear children alone. Mothers and their young children are usually enmeshed in larger kinship groups and communities that help with child care and other tasks. Dating at least back to Margaret Mead’s (1974) 1928 groundbreaking study of adolescence in Samoa, sociocultural anthropologists h
ONYM
发表于 2025-3-28 19:57:38
Attachment in Rural Sri Lanka: The Shape of Caregiver Sensitivity, Communication, and Autonomyablished within developmental psychology, seeks to identify the kinds of care that human infants need and to understand how the provision of that care shapes people over their life course. Psychological anthropologists like myself also take seriously the question of what capacities, inclinations, an
fender
发表于 2025-3-29 01:01:01
Attachment and Culture in Murik Society: Learning Autonomy and Interdependence through Kinship, Foodelationships. He and others after him described attachment as a universal developmental process leading to stable personality and competent adult functioning (Cassidy 2008).. By about one year of age, infants seek proximity to a specific caregiver in times of stress, and, when not under stress, use
infringe
发表于 2025-3-29 04:20:12
http://reply.papertrans.cn/17/1649/164866/164866_44.png
巨大没有
发表于 2025-3-29 07:15:10
Adult Attachment Cross-culturally: A Reanalysis of the Ifaluk Emotion lates as love/compassion/sadness. Here I reanalyze the meaning of ., an endeavor made possible by the depth and detail of Lutz’s ethnography, based on fieldwork conducted in 1977 and 1978. As Lutz footnotes in her book (1988:238, fn. 20), “The meaning of the concept of . shows important similarities
导师
发表于 2025-3-29 14:54:30
http://reply.papertrans.cn/17/1649/164866/164866_46.png
厚脸皮
发表于 2025-3-29 16:42:11
http://reply.papertrans.cn/17/1649/164866/164866_47.png
大方一点
发表于 2025-3-29 23:15:36
The Nature of Conflict, produced by hegemonic traditions, that frames curriculum knowledge as neutral. The chapter unpacks how different critical theorists restructure and complexify the question formulated by Spencer—“what knowledge is of most worth?” In such context, the chapter unearths curriculum as a social construct