Luca Tateo

• Machado, Dazzani, Maria Virgínia; Almeida, Hessel, Beatriz Ribeiro Cortez Cardozo Barata de & Tateo, Luca (2026). The Grief Process in the Context of the COVID-19 Pandemic : Articulations with Semiotic Cultural Psychology in the Psychotherapeutic Setting. In Silva, João R. R. Tenório da (Eds.), Mindscape : Education, Arts and Meaning : Making from a Cultural Perspective. Springer. ISSN 9783032104557. p. 327–339. doi: 10.1007/978-3-032-10455-7_26. Full text in Research Archive Show summary

  This theoretical study sought to understand the affective-semiotic dynamics of mourning for the death of people affected by Covid-19. Based on the approach of Semiotic Cultural Psychology (Tateo, 2023; Valsiner, 2013), mourning can be understood as a psychological...

• Uchoa, Branco, Angela; Juliane, Obando, & Tateo, Luca (2026). Grey Zones, Ambiguous Zones: A Cogenetic and Dialogical Understanding of Sexual Consent | Integrative Psychological and Behavioral Science | Springer Nature Link. Integrative Psychological and Behavioural Science. ISSN 1932-4502. 60(12), p. 12–12. doi: 10.1007/s12124-026-09975-2. Full text in Research Archive Show summary

  In this article, we seek to articulate cogenetic and dialogical theory to understand the dynamics of ambiguities in human lives, using the phenomena of negotiating sexual relations as the empirical arena. We are interested in the factors that contribute to the maintenance of ambiguity in interpreting communicative messages in settings where experiences are characterized by ambivalence and ambiguity. We highlight ambiguity as a fundamental characteristic of social relations, arising from polysemy in the production and interpretation of signs. Most everyday social interactions express the constant need to negotiate meanings with others, and various “misunderstandings” (ambiguous “grey zones”) can therefore occur. Examples of interpretations were selected from individual interviews with nine participants, four young male and five female adults, aged 20–30, to analyze and discuss metacommunication processes that are expressed (or not) during sexual intercourse from reading a story. In this process of constructing meanings.

• Machado, Dazzani, Maria Virgínia; Pablo, Jacinto,; Vieira, Pio, Ana Carla; Tateo, Luca & Huang, Xiaoqian, (2026). Crossing Borders in a Shanghai Kindergarten Through Anji Play: A Cultural Psychology Reflection | Integrative Psychological and Behavioral Science | Springer Nature Link. Integrative Psychological and Behavioural Science. ISSN 1932-4502. 60(8). doi: 10.1007/s12124-025-09955-y. Full text in Research Archive Show summary

  Based on the assumption that play is crucial to children’s development and education, especially in the early years of the schooling process, the purpose of this article is present and discuss the role of the Anjii Play in Kindergarten in the Chinese context of schooling. We conducted research that sought to describe and analyze how the Anji Play educational model can contribute to the family-school transition and to the crossing of boundaries (symbolic, physical, pedagogical, etc.). Data was collected in a kindergarten in the city of Shanghai, China. Specifically, the research sought to describe both spontaneous and guided school activities; to analyze the planned activities on students’ education; and to examine how educators plan these activities considering the process of boundary crossing, as well as how they evaluate these activities. By using the Anji Play educational method, which promotes children’s enjoyment, engagement and reflection in learning through semi-structured play with natural materials, the kindergarten seeks to implement a way of teaching that emphasizes autonomy and respect for the child. In this sense, the article focuses on the relationship between spontaneous and guided activities using the Anji Play method and their repercussions on the process of boundary crossing for the young students.

• Islam, Taposi R. & Tateo, Luca (2026). Navigating epistemic injustice in early childhood education: teachers’ views on children with Down syndrome. European Journal of Special Needs Education. ISSN 0885-6257. p. 15–15. doi: 10.1080/08856257.2026.2614665. Full text in Research Archive Show summary

  Children with Down syndrome, along with other conditions, may face more frequently acts of epistemic injustice because of their social status and common beliefs about their intellectual abilities. They face risks of having their knowledge and perspectives ignored or silenced despite institutional claims of equity and inclusion. This research examines how epistemic injustices is understood in kindergartens, focusing on children with Down syndrome (DS). The study investigates three main questions: (1) What are kindergarten teachers’ views about children with DS? (2) How do everyday teaching methods potentially create epistemic injustices? (3) What methods can promote epistemic justice in early childhood education? The research draws on eight semi-structured interviews with teachers from different kindergartens in Oslo, Norway. The participants demonstrated positive attitudes towards children with DS, yet their responses contained implicit prejudices and ambivalent statements, which threatened the children’s epistemic autonomy. The practices intended to be supportive through overcompensatory empathy create power imbalances that prevent genuine participation. The study demonstrates the need to develop epistemic virtues together with reflective practices and inclusive teaching. The research advances knowledge about epistemic (in)justice in early childhood education while providing specific recommendations for teachers who want to enhance the epistemic contributions of children with DS.

• Pio, Ana Carla Vieira; Reina, Hana Kikuti; Dazzani, Maria Virgínia Machado & Tateo, Luca (2025). The Trajectory of the Artist in a Context of Poverty and Community: A Reflection from Cultural Psychology. In Boulanger, Dany; Dazzani, Virginia & Chaudhary, Nandita (Ed.), Resignifying the World Across and Beyond Categories. Springer Nature Switzerland. ISSN 9783032012937. p. 108–108. doi: 10.1007/978-3-032-01294-4_9. Full text in Research Archive Show summary

  What is art? Art acquires different meanings depending on the circle debating its definition. Such a discussion often involves cultural and class differences. The research we present was carried out in Calabar, a neighborhood in the city of Salvador, Bahia, of quilombola origin (Black communities built by formerly enslaved people during the colonial period in Latin America). The community is surrounded by middle-class areas and has a history of achievements and resistance. A significant artistic presence is visible on walls, electric poles, squares, and other environments. We explore a subjective conceptualization of art that is the personal definition constructed by people from their meaningful sense of the world. We analyze the artistic trajectories of three members of the Calabar community, highlighting the influence of elements such as their socioeconomic reality, history, and interaction with the neighborhood and their community in this process.

• Tateo, Luca (2025). Knowledge is a Common. Human Arenas. ISSN 2522-5790. 8(4), p. 1032–1032. doi: 10.1007/s42087-025-00533-7. Full text in Research Archive Show summary

  After eight volumes collecting innovative and original works, I can look back at our creature with a mix of pride and concern for the future. The commercial academic publisher – which owns the journal, not the idea(l) of the journal – has decided that eight years is the maximum duration of an editor’s contract. A quest for a new editor in chief is ongoing and a new person will be in charge from 2026. The moment of the transition is coming, and I want to make some reflections about this long experience and explore the possibilities for the future.

• Mohamad, Dima; Pesonen, Henri Valtteri; Keles, Serap & Tateo, Luca (2025). Inclusion of immigrant students with special educational needs in Nordic countries: a systematic review. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2025.2567417. Full text in Research Archive Show summary

  This systematic review aims to synthesise the empirical evidence on the inclusion of immigrant students with special educational needs in Nordic countries. We specifically examined (a) the approaches taken to improve inclusion; and (b) the challenges in the process. Using four databases, we conducted a comprehensive literature search of relevant peer-reviewed articles and book chapters, which resulted in 14 eligible studies in line with the a priori-defined inclusion criteria. Data were synthesised using thematic analysis. Eight themes emerged across the studies which were divided into two categories. We found that inclusion for immigrant students with SEN in the Nordic countries is related to the nature of its provision, and many paradoxes need to be systematically addressed in both research and practice. This review further emphasises the importance of taking action to bridge the gap between inclusive policies and their implementation. Additionally, we discovered a pressing need for collaboration between professionals and establishing effective communication with immigrant students and their families. This review contributes to the literature by increasing the understanding of how different educational, legal, and social systems have influenced the inclusive education of immigrant students with special educational needs in the Nordic countries.

• Bonfim, Naira; Lacerda, Alan; Jacinto, Pablo; Xinwei, Li; Xiaoqian, Huang & Min, He [Show all 8 contributors for this article] (2025). The Role of Circle time in Cultivating Social-Emotional Skills and Teacher-Child Relationships: a Study in a Brazilian Public Kindergarten. Human Arenas. ISSN 2522-5790. doi: https:/link.springer.com/article/10.1007/s42087-025-00523-9. Full text in Research Archive Show summary

  Circle time, a common activity in early childhood education, involves teachers and children gathering in a circle for various activities. This practice fosters social interaction, communication, and emotional development. The objective of this study was to understand the interrelationship between teachers’ perceptions of the emotional and social benefits of positive teacher-child interactions during circle time. Through qualitative research methods, including observations and interviews, the study examined teachers’ perceptions of children, circle time practices, and affective interactions. The findings revealed that circle time plays a crucial role in promoting social-emotional development, providing a safe space for children to express themselves, build relationships, and develop empathy. Also Circle time is a widely used activity in early childhood education that fosters a sense of community and facilitates learning. It creates a space where playfulness and educational content can seamlessly integrate, promoting a positive and engaging learning environment.

• Boulanger, Dany; Gauthier, Geneviève & Tateo, Luca (2025). Leading the Dialogical Co-Zone of Proximal Development: Studying the Movement of Twice-Exceptionality in Children From a Catalytic Methodology. In Fircks, Enno von (Eds.), Culture and Leadership. Emerald Group Publishing Limited. ISSN 9781837089758. p. 329–346. doi: 10.1108/978-1-83708-974-120251016. Full text in Research Archive Show summary

  Abstract This chapter explores the application of the Dialogical Co-Zone of Proximal Development the phenomenon of Twice-exceptional (TE), where children exhibit both giftedness and learning difficulties. The study critiques traditional educational frameworks that impose static, dichotomous labels on TE children, arguing instead for a dynamic, dialectical approach that recognizes the tensions and contextual variations in their development. Drawing from Vygotsky’s psychology of art and Lewin’s conditional-genetic methodology, the chapter introduces a catalytic methodology using fables and dramatization to facilitate children’s self-leadership and developmental movement. By analyzing the role of counter-positioning, connection, and deviation in children’s learning trajectories, the chapter demonstrates how dialogical interactions can foster agency and adaptive self-concept formation. The proposed approach challenges normative constructs of ability and disability, advocating for an educational model that embraces fluidity, historical context, and the co-construction of learning environments. Ultimately, it underscores the necessity of acknowledging children’s agency in shaping their developmental paths.

• Cameron, Erinn C.; Bacigalupe, Gonzalo & Tateo, Luca (2025). Environmental Justice is a Pressing Topic for Global Psychology. International Perspectives in Psychology: Research, Practice, Consultation. ISSN 2157-3883. 14(2), p. 55–58. doi: 10.1027/2157-3891/a000128. Full text in Research Archive Show summary

  Environmental justice has emerged as a critical concern within global psychology, demanding a thorough reconsideration of how psychological theory and practice can address the global escalating environmental crisis and social inequality. This special issue, led by the International Environmental Justice Committee (IEJC) of the APA Society of Global Psychology (Div 52), explores ecological epistemologies situated within diverse cultural frameworks and Indigenous knowledge systems. Building on the recognition that environmental injustices are exacerbated by racial capitalism, place-based disparities, and uneven access to sustainable resources, the contributions in this issue challenge hegemonic assumptions about human behavior and question traditional approaches to psychological interventions. Collectively, the contributors argue for a decolonial and relational psychology—one that acknowledges how structurally marginalized communities are disproportionately burdened by environmental harms, while also foregrounding meaningful participation and localized agency in efforts to secure equitable and sustainable futures. By integrating alternative ontologies and emphasizing the interdependence of human and more-than-human worlds, this issue advances a critical, justice-oriented paradigm at the nexus of psychology and planetary well-being.

• Tateo, Luca; Dazzani, Virginia; Min, He & Stadskleiv, Kristine (2025). The Research-Tandem Model as Student-Led Training to International Research. In Dazzani, Virginia; Stadskleiv, Kristine; He, Min & Tateo, Luca (Ed.), Research-Based International Student Involvement The Research-Tandem Model. Springer Nature. ISSN 9783031788369. p. 1–12. doi: 10.1007/978-3-031-78837-6_1. Full text in Research Archive Show summary

  This collective volume presents an innovative pedagogical model of research-based international student mobility called “research-tandem”. The research-tandem model and its pedagogical philosophy provide insights for the involvement of students in research from very early stages of the academic trajectory in higher education. The book also presents several interdisciplinary empirical studies (i.e., special needs education, cultural psychology, anthropology, etc.) produced by undergraduate students’ teams from different countries who participated in the mobility. Finally, commentaries from invited scholars contribute to offer valuable feedback and future directions to the tandem model.

• Tateo, Luca (2024). Doping Existential Despair: Mindful of the Exotic Lure. Integrative Psychological and Behavioural Science. ISSN 1932-4502. doi: 10.1007/s12124-024-09839-7. Full text in Research Archive Show summary

  The paper builds on (von Fircks, E. Integr. psych. Behav. Sci. 2023) article on mindfulness meditation analysed in a Meadian perspective. First, the selective appropriation of some concepts by hegemonic psychology is critically discussed. Then, the consequences of adopting the whole philosophical system of Eastern perspectives are envisaged. Finally, a proposal for a truly ecological shift in the study of self is proposed.

• Mohamad, Dima; Kjørholt, Anne Trine; Pesonen, Henri Valtteri & Tateo, Luca (2024). Inclusion of Syrian students in need of special support in Norwegian schools - a qualitative study with students and parents. European Journal of Special Needs Education. ISSN 0885-6257. doi: 10.1080/08856257.2024.2354606. Full text in Research Archive Show summary

  Despite the over-representation of immigrant children assessed as requiring special needs education, research into their social and educational experiences in the Nordics is limited. This qualitative study explored the experiences of five Syrian students in need of special support, and their parents in Norway. A thematic analysis was conducted using intersectionality theory and the social constructionist perspective. Analyses found that Syrian students had positive experiences at schools, with less academic pressure compared to their experiences in Syria, but poor peer relationships. Parents expressed varied emotions, including gratitude for not having to hide the special needs of their children, but uncertainty about how to seek help. Those conflicting feelings seemed to originate from the language barriers, different cultural traditions, and a limited understanding of the Norwegian educational system. Our findings contribute to the literature concerning the inclusion of immigrant students in need of special support and their families, emphasising the significance of culture, and advocating for their participation in both schools and research.

• Norvaišaite, Aiga & Tateo, Luca (2024). Development of performative identities in autism writers’ autobiographies. European Journal of Special Needs Education. ISSN 0885-6257. p. 1–15. doi: 10.1080/08856257.2024.2407660. Full text in Research Archive Show summary

  The article presents a narrative analysis on two autobiographies by women writers diagnosed with autism as adults. We analyse the issues related to neurodivergent identity development, masking, and educational trajectory combining performativity theory and cultural psychology.Footnote1 The analysis highlights three main themes: the early life challenges; the diagnosis as a turning point; and the new sense of self involving reflections of the meaning and significance of autistic identities. We claim that the complexity and intersectionality of the neurodivergent identity cannot be reduced to a single trait, and the process of construction happens through a dynamic tension between social suggestions and personal agency.

• César, Jamile & Tateo, Luca (2024). The use of branded clothing in identity development and social relations between adolescents. Culture & Psychology. ISSN 1354-067X. p. 1–18. doi: 10.1177/1354067X241236721. Full text in Research Archive Show summary

  Branded clothes and accessories are objects whose meaning extends beyond their use value. Branded items are widely used and consumed by adolescents worldwide, affecting their perception of themselves and of others. Then, how does the use of branded clothes and accessories relate to the identity development and the social relations between adolescents? To answer, we present the result of a netnographic case study focusing on a Brazilian young man, using a mixed-method approach involving observation, social media analysis and semi-structured interviews. First, we develop an innovative theoretical framework in which cultural psychology of semiotic dynamics and psychoanalysis enter in dialogue to understand identity development. Then, we analyse how branded clothes and accessories function as an identifying sign, for both the construction of the participant’s own identity and in relation to others. Finally, we discuss identity beyond the tautology of the self-identical subject, supporting the development of the concept of identity as an identifying mosaic, where identifications are organized fluidly and dynamically throughout an individual’s life.

• Xu, Shuangshuang & Tateo, Luca (2023). Between form and content: affective generalization in Art. Pro-Posições. ISSN 0103-7307. 34, p. 1–19. doi: 10.1590/1980-6248-2021-0089EN. Full text in Research Archive Show summary

  Abstract This article continues Vygotsky’s efforts in investigating the social genesis of affective generalization in artistic creative and reception process proposed in On the problem of the psychology of the actor’s creative work. Affective generalization abstracts emotions and feelings from the individual to the social plane and from the mundane to the hyper-generalized level. Based on an examination of Vygotsky’s aesthetic ideas, we introduced Chinese philosopher Defeng Wang’s work in philosophy of art under the existential approach. Finally, we propose to adopt the cultural psychology of semiotic mediation as a framework to capture this dynamic process.

• Wee, Hana Lijun; Karkkulainen, Evelyn A. & Tateo, Luca (2023). Experiences of Epistemic Injustice among Minority Language Students Aged 6–16 in the Nordics: A Literature Review. Education Sciences. 13(4), p. 367–367. doi: 10.3390/educsci13040367. Full text in Research Archive Show summary

  Background: Scandinavian education systems are recognized as being particularly inclusive. Nevertheless, an inclusive approach to education risks adopting a patronizing attitude that silences the voices of the very people who should be included. To discuss the role of epistemic justice in inclusion, we investigated current knowledge about the epistemic injustice experienced by students from immigrant backgrounds in Scandinavia; teacher perceptions of those students; and whether such perceptions influence student–teacher interactions. Do these perceptions lead to disparities? Method: A literature review was conducted focused on studies about the Nordic countries; teacher perceptions of students from immigrant backgrounds aged 6–16; and student–teacher interaction. The corpus included papers in English and the Nordic languages. Eight papers were included and rated by two independent authors. Results: The findings show that teacher perceptions of students from immigrant backgrounds influence student–teacher interaction in both verbal and non-verbal ways. The negative perceptions that teachers held of students from immigrant backgrounds led to experiences of epistemic injustice and epistemic exclusion. The literature provided no information on disparities in special needs education or assessment. Conclusions: Due to the limited literature on this topic, further research needs to be undertaken in order to fully understand experiences of epistemic injustice in schools. Further research into why students from immigrant backgrounds feel excluded and why they are lagging behind is also required

• Tateo, Luca (2023). Listening to Children and Adolescents with Special Needs During Covid-19 Pandemic. In Kubincová, Zuzana (Eds.), Methodologies and Intelligent Systems for Technology Enhanced Learning, Workshops - 13th International Conference. Springer Nature. ISSN 9783031421334. p. 352–358. doi: 10.1007/978-3-031-42134-1_35. Full text in Research Archive
• Tateo, Luca & Marsico, Giuseppina (2023). Semiotic regulation in human development: The psychology of bordering. In Biglari, Amir (Eds.), Open Semiotics. Volume 4. Life and its extensions.. L'Harmattan. ISSN 9782140305313. p. 201–218. Full text in Research Archive
• Tateo, Luca & Marsico, Giuseppina (2023). Enchantment of the Mind: The Salernitan Questions. In Marsico, Giuseppina & Tateo, Luca (Ed.), Humanity in Psychology. The Intellectual Legacy of Pina Boggi Cavallo. Springer Nature. ISSN 9783031306396. p. 1–13. doi: 10.1007/978-3-031-30640-2_1. Full text in Research Archive
• Tateo, Luca (2023). Fear. In Glaveanu, Vlad-Petre; Tangård, Lene & Wegener, Charlotte (Ed.), Creativity — A New Vocabulary. Palgrave Macmillan. ISSN 9783031419072. p. 87–97. doi: 10.1007/978-3-031-41907-2_8. Full text in Research Archive
• Tateo, Luca & Marsico, Giuseppina (2023). New Perspectives in Ecosystemic Psychology: Developmental Mereotopology. In Valsiner, Jaan (Eds.), Farewell to Variables. Information Age Publishing. ISSN 9798887301877. p. 183–200. Full text in Research Archive
• Marsico, Giuseppina & Tateo, Luca (2023). Psicologia e Praticas Educativas: Dialogos sobre o Desenvolvimento Humano em Contextos Escolares. In Neves-Pereira, Monica Souza & Branco, Angela Uchoa (Ed.), A psicologia cultural chega à escola:Desenvolvimento humano,cultura e educação. Information Age Publishing. ISSN 9798887301426. p. 60–80. Full text in Research Archive
• Ruse, Jesse N.; Rhodes, Paul; Tateo, Luca & Picione, Raffaele De Luca (2022). Remaking time: Cultural semiotic transformations of temporality during the early days of the COVID-19 pandemic and lockdown. Integrative Psychological and Behavioural Science. ISSN 1932-4502. p. 1–21. doi: 10.1007/s12124-022-09711-6. Full text in Research Archive Show summary

  This paper investigates one aspect of meaning making that occurs in the wake of systemic change. It addresses the question of how time is re-configured by socio-material changes resultant from the COVID-19 pandemic. Employing a semiotic perspective, we aim to describe a process of disruption and distress, which leads to a recognition of the oddness of ‘covid-time.’ This is characterised by distressing ‘suspended waiting’, a despairing frozen temporality. After this, this odd covid-time is semiotically assimilated into the old and familiar. Distressing ‘suspended time’ is transformed into ‘productive time’, ‘normal time’, and ‘transformational time’ as an attempt to regulate affect. By highlighting this semiotic shift, the theory of the Cultural Psychology of Semiotic Dynamics (Valsiner, 2014) is used to highlight how meaning is constructed using cultural resources.

• Tateo, Luca (2022). The voice of hungry minds: the relevance of Danilo Dolci for the Cultural Psychology of Education. Estudos de Psicologia (Campinas). ISSN 0103-166X. 39. doi: 10.1590/1982-0275202239e200182. Full text in Research Archive Show summary

  Danilo Dolci (1924-1997) was an Italian intellectual, social activist, sociologist, popular educator, and poet, who spent his life in the rural areas of Sicily, trying to develop a progressive view of education as part of the population’s development and liberation from both poverty and organized crime. The core of Dolci’s pedagogy was the idea of the citizen as a learner and the learner as a citizen. His ideal of education, also referring to Freire and Gandhi, was the “citizen of the world”, able to overcome a colonialist and oppressive attitude to say that one’s own heritage is better than any other in the world. Instead, to Dolci, what I am originates in my cultural roots and makes me able to recognize that I am equal to the other people in the world. To develop his pedagogical ideal, Dolci relies on aesthetics and praxis, recognizing the value of the human being as part of the nature. I finally discuss how Dolci’s views on education can provide new useful perspectives to the development of the cultural psychology of education.

• Dario, Nadia & Tateo, Luca (2022). Introduction. The Lines, Circles and Zigzag on Mind-Wandering. In Dario, Nadia & Tateo, Luca (Ed.), New Perspectives on Mind-Wandering. Springer. ISSN 9783031069543. p. 1–21. doi: 10.1007/978-3-031-06955-0_1. Full text in Research Archive
• Tateo, Luca & Dario, Nadia (2022). Conclusion. Toward a Generative-Systemic Perspective: A Critical View on the Mind Wandering Arena. In Dario, Nadia & Tateo, Luca (Ed.), New Perspectives on Mind-Wandering. Springer. ISSN 9783031069543. p. 255–261. doi: 10.1007/978-3-031-06955-0_14. Full text in Research Archive
• Tateo, Luca; Marsico, Giuseppina & Valsiner, Jaan (2022). Cultural Psychology, International Handbook of Psychology Learning and Teaching. Springer. ISSN 9783030262488. doi: 10.1007/978-3-030-26248-8_28-1. Full text in Research Archive
• Tateo, Luca & Marsico, Giuseppina (2022). A quest for global psychology. cultura & psyché. Journal of Cultural Psychology. ISSN 2730-5732. doi: 10.1007/s43638-022-00044-0. Full text in Research Archive
• Tateo, Luca; Marsico, Giuseppina & Valsiner, Jaan (2022). The Pandemic Atmos-Fear. International Perspectives in Psychology: Research, Practice, Consultation. ISSN 2157-3883. 11(2), p. 125–133. doi: 10.1027/2157-3891/a000041. Full text in Research Archive Show summary

  Psychology has been challenged by its own terminological limitations, in which phenomena of large-scale, field-like kind force us to innovate with our theoretical tools. Phenomena with global impacts – epidemics, pandemics, famines, and the like – remain on the periphery of psychology’s theoretical efforts. The ongoing COVID-19 pandemic of 2020 is no different. Like previous pandemics, it reveals the difficulty of dealing with phenomena on a global scale and understanding the inherent organization of the cloud-like phenomena. Psychological research has mainly focused on individual traumatic experiences, impacts, and consequences. Less attention has been paid to how people in different societies make meaning of these changes in everyday life. Psychologically, people want to control the pandemic, while in reality we simply escape from it. All of the measures instituted in response to it are escape-oriented, not glorious accounts of winning a war on the invisible enemy. Theoretically, we learn from the current experience the relevance of how humans escalate and circumvent the proliferation of the panic of fear through building and demolishing borders in mind and society. We all are living in a sort of atmos-fear, a culturally cultivated state of affective limbo that is easy to trigger and difficult to modulate. How do human beings deal with this core issue of feeling safe/unsafe, and how does it affect individual and collective conduct? This paper attempts to demonstrate how the COVID-19 example can theoretically illuminate new perspectives of international psychology that will become increasingly more crucial in a future where global events are likely to recur.

• Pascarella, Federica; Vicigrado, Antonietta; Tateo, Luca & Marsico, Giuseppina (2022). La drammatizzazione come spazio dialogico e liminale: riflessioni teoriche per il superamento tensionale e lo sviluppo socio-culturale dell’alunno nel contesto scolastico. Ricerche di Psicologia. ISSN 0391-6081. 45. doi: 10.3280/rip2022oa13952. Full text in Research Archive Show summary

  Lʼuso della drammatizzazione come metodologia di insegnamento/apprendimento, utile al miglioramento delle capacità sociali, emotive e creative dell’alunno e allʼacquisizione di conoscenze, ad esempio nell’ambito storico, è un campo di ricerca e applicazione ormai consolidato. Tuttavia, sono pochi gli studi che indagano la drammatizzazione spontanea dei bambini nel contesto educativo e il suo potenziale ruolo nello sviluppo. Il presente articolo mira a colmare tale lacuna. Il termine drammatizzazione, così come utilizzato nell’articolo, si riferisce a un’attività umana di messa in scena di significati, in forma narrativa e ritualistica, che coinvolge la persona nella sua interezza attraverso varie modalità comunicative. Il contesto scolastico è un’arena privilegiata di osservazione della drammatizzazione spontanea sia tra coetanei che tra bambini e adulti. La routine scolastica è spesso caratterizzata da drammatizzazioni tese a costruire unʼidentità collettiva o fornire orientamenti morali. L’articolo presenta un nuovo quadro teorico utile a riconoscere le situazioni drammatizzate nel contesto scolastico per coglierne e utilizzarne la valenza trasformativa, nell’ottica di un contributo concreto alla costruzione di personalità socialmente competenti.

• Picione, Raffaele De Luca; Marsico, Giuseppina; Tateo, Luca & Valsiner, Jaan (2022). Generalized Semiotic Functions of Borders’ model. Contributions from cultural psychology, semiotics and psychoanalysis to-wards the understanding of borders in human experience. International Journal of Psychoanalysis and Education: Subject. ISSN 2035-4630. 2(2), p. 81–111. doi: 10.32111/SAS.2022.2.2.7. Full text in Research Archive
• Tateo, Luca & Marsico, Giuseppina (2022). Sensing the city. Affective semiosis and urban border- zones. In Petrilli, Susan & Meng, Ji (Ed.), Intersemiotic Perspectives on Emotions Translating across Signs, Bodies and Values. Routledge. ISSN 9781003056652. p. 196–209. doi: 10.4324/9781003056652-15. Full text in Research Archive Show summary

  The human dwelling space is a complex fabric of signs. According to the theoretical model of cultural psychology, semiosis is the fundamental process of meaning-making, affectively guided by complexes of social suggestions embedded in the environment. What makes a specific feeling emerge while one is walking in urban spaces? Human spaces are filled with borders (visible and invisible, material and semiotic), that regulate the personal meaning and the collective coordination of everyday activities. How do multisensory systems of signs regulate the experience of urban living? How does one understand, for instance, that she is walking through a central or peripheral zone? How does one understand when a border is crossed? Contemporary urban spaces are also the arena for multicultural experiences, such as tourism and migration, in which people need to make sense of local systems of signs, affective experiences and atmospheres that require a form of competence in order to be interpreted. For instance, how do people from a different culture experience the sense of security/insecurity navigating urban space? How do they grasp the atmosphere of the urban space when entering a neighbourhood? How is the experience of a migrant in a European city, which is characterized by certain smells, visual cues, etc.? We will discuss issues related to intercultural emotional issues in contemporary urban spaces by the process of affective meaning-making that takes place at specific locations (the border zones) in urban living.

• CUDINA, JEAN NIKOLA; OSSA, JULIO CÉSAR; MILLÁN, JUAN DAVID; LÓPEZ-LÓPEZ, WILSON & Tateo, Luca (2022). Historical Development of Political-Critical Thinking in Colombian Psychology. Revista Colombiana de Psicología. ISSN 0121-5469. 32(1), p. 29–47. doi: 10.15446/rcp.v32n1.98961. Full text in Research Archive
• Tateo, Luca (2022). Cultural mediation of grief: the role of esthetic experience. Culture & Psychology. ISSN 1354-067X. doi: 10.1177/1354067X221145901. Full text in Research Archive Show summary

  In Global North’s psychology, some existential experiences such as the loss of beloved persons are understood as purely individual problems. In a society of functioning individuals, the person is responsible for her own condition and for consuming the healthcare services provided to overcome the “problem” as soon as possible to go back to the fully functional role in the society. This vision raises several questions about turning “experiences” into “pathologies.” Historically, mankind made sense of death, loss, and grief as both a personal and collective experiences, mediated by heterogeneous cultural forms. I elaborate theoretically the concept of cultural mediation of grief, focusing on the esthetic and temporal dimensions of such mediation, as it is visible in art, rituals and everyday discourses. The idea is that such mediation is always present, and that psychology must be able to recognize it also in apparently secularized societies.

• Filho, Waldomiro Silva; Dazzani, Virginia; Tateo, Luca; Barreto, Rodrigo Gottschalk Sukerman & Marsico, Giuseppina (2022). He Knows, She Doesn’t? Epistemic Inequality in a Developmental Perspective. Review of General Psychology. ISSN 1089-2680. doi: 10.1177/10892680221143079. Full text in Research Archive Show summary

  This paper aims at establishing a dialogue between philosophy and psychology about the conditions and the process through which humans build epistemic relationships during ontogenetic development. By the latter term, we mean any form of interaction which is aimed at producing a belief about some relevant aspects of the world, present or absent, past or future and at assessing its degree of epistemic trustworthiness. The paper is built as a dialogue between a philosopher and a psychologist, who present different faces of the problem of epistemic legitimation respectively and discuss the possible ways in which the dialogue can lead to theoretical advancement in understanding the development of the human epistemic subject. The chapter is divided into four sections: in the first section, we outline how we develop ontogenetically as epistemic subjects, and the sense that our epistemic life depends on other people’s words or testimony; in the second section, we deal with the notion of epistemic injustice and epistemic silencing; in the third section, we discuss strategies to counter epistemic silencing and; in the fourth part, we try to elaborate a synthesis and suggest a new beginning.

• Dario, Nadia & Tateo, Luca (2022). Relegated at the Margin: Visible Thinking, Visual Marginalia in Schooling. In Fossa, Pablo (Eds.), Inner Speech, Culture & Education. Springer. ISSN 9783031142123. p. 51–70. doi: 10.1007/978-3-031-14212-3_4. Full text in Research Archive
• Tateo, Luca; Marsico, Giuseppina; He, Min & Dazzani, Virginia (2022). University without Borders. Integrative Psychological and Behavioural Science. ISSN 1932-4502. 56(4), p. 893–901. doi: 10.1007/s12124-022-09714-3. Full text in Research Archive Show summary

  Abstract The paper discusses the problem of master theses’ production in psychology from a decolonial perspective. It presents a critique to the reproductive and monological model of knowledge currently promoted in higher education. Then, it proposes an alternative pedagogic model of research-tandem. The research-tandem is an example of an innovative way of understanding a university without borders, as developed within the international network of excellence “IBEF- Ideas for the Basic Education of the Future”. Higher education must be detached from national-based curricula, and become a nomadic and collaborative across-cultural knowledge building endeavor. Current higher education aims to be national in its curricula but global in its marketability. In cultural psychology’s perspective, higher education of the future shall be regarded as global in its vision yet local in its solutions. Future students must have the opportunity to build new knowledge by experiencing and sharing diversity rather than complying with standardized and monological trajectories.

• César, Jamile & Tateo, Luca (2022). The sign of dialogue between psychoanalysis and cultural psychology. International Journal of Psychoanalysis and Education: Subject. ISSN 2035-4630. 2(1), p. 1–14. doi: 10.32111/SAS.2022.2.1.1. Full text in Research Archive Show summary

  This paper intends to establish a dialogue between psychoanalysis and cultural psychology, more specifically regarding the discussions about identity. It is an exercise that follows the modern trend of interdisciplinarity and, consequently, of overcoming the Aristotelian way of compartmentalizing knowledge, aiming to produce more comprehensive answers to complex issues such as identity, a very relevant theme for psychology nowadays. To do so, we begin by establishing the differences between each of the theoretical fields, showing that they are distinct theories, but not contradictory to each other and that, despite this, they can converge on the same object, contributing to its understanding. In this way we shed light over the possible points of articulation between these two fields and show that it is fully possible to approach identity in a holistic way, from distinct theoretical fields that produce new perspectives for a discussion as relevant as those that refer to identity.

• Tateo, Luca & Marsico, Giuseppina (2021). Signs as borders and borders as signs. Theory & psychology. ISSN 0959-3543. doi: 10.1177/0959354320964865. Full text in Research Archive Show summary

  This article focuses on bordering as a fundamental semiotic process of human psychological functioning. First, we discuss similarities between semiosis and bordering and explore their relationships. In the perspective of cultural psychology of semiotic dynamics, psychic life is a process of purposeful production and interpretation of signs, carried out through cycles of culturally guided, selective internalization and externalization. Signs and borders are not only entities “out there”: they emerge in the purposeful movement of the organism in the course of future-oriented action in everyday life. Second, we discuss borders in mind and society as particular types of signs, through which humans regulate their own and others’ conduct. Finally, we propose a general genetic law of bordering development: borders are first conceived as tools created and established by humans as interpsychic activities. Later, the sign is internalized and begins to regulate psychological functioning. It also becomes a psychological tool for dealing with other humans and with the environment.

• Dias, Cristiana Kaipper; Rocha, Leonardo Rafael Leite da; Tateo, Luca & Marsico, Giuseppina (2021). “Passing” and its effects on Brazilian transgender people's sense of belonging to society: A theoretical study. Journal of Community and Applied Social Psychology. ISSN 1052-9284. doi: 10.1002/casp.2535. Full text in Research Archive Show summary

  Passing is the research of oneself by trying to look and to be seen as a member of a social group by assuming its features. Individuals performing this process are willing to undergo several physical and behavioural changes to achieve this aspiration. Passing generally occurs among members of minority groups suffering discrimination who want to diminish the psycho‐social discomfort of their experience. Examples of passing are the attempts by ethnic minorities to whiten their skin, or the efforts of transgender people to look as much as possible, in the eyes of others, like the gender with which they identify. This paper aims to discuss aspects related to trans people's pursuit of passing, taking the Theory of Performativity of Gender and the Cultural Semiotic Psychology as its theoretical basis. This is a theoretical‐reflexive study that will debate the topic based on studies of this topic in Brazilian society.

• Pascarella, Federica; Vicigrado, Antonietta; Tateo, Luca & Marsico, Giuseppina (2021). Spontaneous Dramatization as Dialogical Space in the School Context. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-021-00184-4. Full text in Research Archive Show summary

  Abstract The use of dramatization as teaching/learning methodology, useful for the improvement of social, emotional, creative skills, and for the acquisition of knowledge on subject matters such as history, is an established field of research and practice. Yet, there are very few studies on children’s spontaneous dramatization in educational context and its potential role in development. The term dramatization, as we will use here, refers to the human activity of staging in narrative and ritualistic form, enacted through the whole person and multiple channels, communicative and self-presentation meanings. The school context is a privileged arena to observe spontaneous dramatization between peers and between children and adults. Besides, school everyday routine is often filled with staged dramatizations aimed for instance at building collective identity or providing moral orientation. We propose a new theoretical framework and analyse field observation in kindergarten and primary school to interpret spontaneous dramatization and collective school routines.

• Pinheiro, Marina Assis; Silva, Jandson Ferreira da & Tateo, Luca (2021). The Aesthetic Experience as a Central Pathway in Understanding Memory and Imagination – The Case of Quilombo Barro Branco. In Lyra, Maria C.D.P.; Wagoner, Brady & Barreiro, Alicia (Ed.), Imagining the Past, Constructing the Future. Springer Nature. ISSN 9783030641740. p. 89–106. doi: 10.1007/978-3-030-64175-7_6. Full text in Research Archive Show summary

  This book takes a sociocultural, developmental and dialogical perspective to explore the constructive and interconnected nature of remembering and imagining. Conceived as cognitive-affective processes, both emerge at the border of the person and his or her socio-cultural world. Memory is approached as a functional adaption to the environment using the resources of the past in preparation for action in the present. Imagination is tightly related to memory in that both aim to escape the confines of the concrete here-and-now situation; however, while memory is primarily oriented to the past, imagination looks to the future. Both are embedded in the exchanges with the social and cultural milieu, and thus theorizing them has relied on key ideas from Lev Vygotsky, Frederic Bartlett and Mikhail Bakhtin. Thus, this book aims to integrate theories of remembering and imagining, through rich empirical studies in diverse cultural settings and concerning the development of self and identity. These two groups of studies compose the subparts that organize the book.

• Tateo, Luca; Nugin, Raili; Jones, Alasdair; Marsico, Giuseppina & Palang, Hannes (2021). Cities of Senses: Visible and Invisible Borders in Public Spaces. In Kullasepp, Katrin & Marsico, Giuseppina (Ed.), Identity at the Borders and Between the Borders. Springer Nature. ISSN 9783030622664. p. 7–22. doi: 10.1007/978-3-030-62267-1_2. Full text in Research Archive
• Xu, Shuangshuang; Wang, Jing & Tateo, Luca (2021). Dramatizing Living-in-the-World: Affective Generalization in Drama-in-Education Workshop. Integrative Psychological and Behavioural Science. ISSN 1932-4502. doi: 10.1007/s12124-021-09625-9. Full text in Research Archive Show summary

  Drama-in-Education workshops (DiE) emphasize on balancing between teacher’s delicate structuring and participants’ spontaneous exploration and creation in dramatic activities and thus can be a powerful liminoid space to scaffold and facilitate young people’s development. Still, more researches are needed to dig into and understand such a dynamic and complex process happening in the workshop. In this article, we presented the theoretical background of conceptualizing drama as a hybrid cultural-aesthetic form to identify its potential in educational guidance. The perspective of developmental cultural psychology was introduced to frame DiE practice as a catalytic process working on releasing and transforming participants’ developmental forces. The hierarchical levels of semiotic mediation in cultural psychology can help to capture participants’ affective and cognitive generalizations in semiotic forms and to perform a micro-genetic analysis of the flow of participants’ subjective experiences. We also provided a step-by-step analysis of a DiE practice working with young Chinese immigrants to illuminate our theoretical proposal.

• Abreu, Marcio de; Tateo, Luca & Marsico, Giuseppina (2021). The affective logic of race: A cultural psychological analysis of racial signifying practices. Culture & Psychology. ISSN 1354-067X. doi: 10.1177/1354067X211027285. Full text in Research Archive Show summary

  In this article, we use the theoretical framework of affective logic to discuss the underlying cultural psychological aspects of racial signifying practices. We provide an analysis of the controversies around the music video “Vai Malandra,” by Brazilian pop singer Anitta, as a case study. Departing from the theoretical assumption that our primary relationship with the phenomenal world is affective (though culturally mediated), we argue that our personal trajectories and emotional reords provide our experiences with an affective dimension that both precedes and influences any logical assessment of reality and that makes our sense-making processes unique. Thus, we suggest that, in the arena of racial signifying practices, we must always look beyond the person’s ability to critically position themselves racially to consider the affective dimension of the relationship between the personal and the cultural as a fundamental element in the production of racial discourse.

• Robles-Piñeros, Jairo & Tateo, Luca (2021). Isn’t all about trash... Children’s conceptions about ecology and their implications for biology education in Colombia. Journal of Biological Education. ISSN 0021-9266. doi: 10.1080/00219266.2021.1941189. Full text in Research Archive Show summary

  The article presents the results of an exploratory-qualitative study about children´s conceptions of ecology in relation to media messages. The objective of the study has been to identify the role of ecologism and environmental campaigns on ecology conceptions of 105 6th grade children, age 10–12, from an educational institution in Bogotá, Colombia. A multi-method study, with an open-ended questionnaire and the use of drawings, has been conducted to explore students’ conceptions about ecology and its role; the concept of ecosystem and systemic thinking; and the identification of the sources of information. A content analysis, with theoretical categories based on the theory of social representation, has been applied. Results indicate that participants often relate ecology to recycling, separation of solid residues, and the care and conservation of the environment. Children do not refer to ecology as scientific theory probably because of the general discourse circulating in the media. The authors suggest that results have strong implications for biology education, especially about the ecology process, requiring the teacher's intervention to expand the children´s conceptual profile and scientific knowledge.

• Tateo, Luca & Marsico, Giuseppina (2021). Das anthropophagische Manifest für eine wahrhaft globale Psychologie. psychosozial. ISSN 0171-3434. 165, p. 49–63. Full text in Research Archive
• Picione, Raffaele De Luca; Martini, Elvira; Cicchella, Sara; Forte, Salvatore; Carranante, Maria & Tateo, Luca [Show all 7 contributors for this article] (2021). The impact of Covid-19 pandemic: Psycho-social perception of the crisis and sense-making processes. Community Psychology in Global Perspective. 7(2), p. 103–103. doi: 10.1285/i24212113v7i2p103. Full text in Research Archive Show summary

  The COVID-19 pandemic has generated a widespread state of uncertainty and disorientation regarding daily practices and beliefs, creating multiple sense-making processes. The purpose of the study, which is part of a larger international research endeavour, is to explore the psycho-social perception of the risk associated with the spread of Covid-19 during the lockdown in Italy (March 9th to May 4th, 2020). 2125 online questionnaire were collected in Italy and analysed with a Cluster Analysis procedure by a hierarchical classification method. We explored differences and peculiarities of the perception and appreciation of the pandemic crisis, perceived risks and resources in terms of individual attitudes, communitarian bonds, politics, beliefs and trust. Four profiles have been identified that refer to different models for assessing the situation and perception of risk; these models operate as affective-cognitive systems of sense-making and interpretation of the events occurring during the lockdown. Main psycho-social implications are discussed.

• Tateo, Luca (2020). Face masks as layers of meaning in times of COVID-19. Culture & Psychology. ISSN 1354-067X. 27(1), p. 131–151. doi: 10.1177/1354067X20957549. Full text in Research Archive Show summary

  The pandemic of COVID-19 has brought to the front a particular object: the face mask. I have explored the way people make-meaning of an object generally associated with the medical context that, under exceptional circumstances, can become a presence in everyday life. Understanding how people make meaning of their use is important. Using cultural psychology, I analyse preferences toward different types of face masks people would wear in public. The study involved 2 groups, 44 Norwegian university students and 60 international academics. In particular, I have focused on the role of the mask in regulating people affective experience. The mask evokes safety and fear, it mediates in the auto-dialogue between “I” and “Me” through the “Other”, and in the heterodialogue between “I” and the “Other” through “Me” The dialogue is characterized by a certain ambivalence, as expected. Meaning-making is indeed the way to deal with the ambivalence of human existence.

• Tateo, Luca & Dario, Nadia (2020). Listen to us, grown-ups! A Research on Children’s Diaries during the COVID-19 Pandemic. Formazione e insegnamento. ISSN 1973-4778. XVIII(3), p. 89–100. doi: 10.7346/-fei-XVIII-03-20_07. Full text in Research Archive Show summary

  The article presents the preliminary analysis of Italian children’s diaries during the COVID-19 lockdown. The outbreak of the disease has posed great challenges to people’s daily lives and often children’s perspectives have been overlooked. We conducted a diary study with 28 pre-adolescents in the North–East of Italy to grasp their first-person perspective on this extraordinary event. We considered a number of relevant examples that are representative of their ideas, opinions and thoughts on the pandemic phases, family life, and education. Diaries are used as ecocultural qualitative methods able to illustrate the dynamics of children’s experiences and their sense-making, and to provide useful insights for educators.

• Dario, Nadia & Tateo, Luca (2020). The positive side: an inquiry into mind-wanderingùin teaching- learning situations. Formazione e insegnamento. ISSN 1973-4778. XVIII(3), p. 255–276. doi: 10.7346/-fei-XVIII-03-20_07. Full text in Research Archive Show summary

  The article addresses an overlooked topic in the field of educational sciences: teachers’ experience about mind-wandering, and presents a study that analyzes the dynamics of the psychic phenomenon by a combination of a new methodology and Interpretative Phenomenological Analysis (IPA). First, we present the phenomenon of mind-wandering as a relevant object of study, then we suggest that it can play a positive role in teaching-learning activities. We aim to provide a richer picture of the process that is commonly understood as a shift in attention. Through the discussion based on real-life field study on seven primary and secondary Italian school teachers, we show how mind-wandering is a relevant psychological phenomenon, a space of exploration and reflection where teachers rethink completely their role with regard to the students, and reconsider their mental process engaged in planning their own work. Thanks to the proposed methodology, one can gain a deeper access to teachers’ subjectivity, both as individuals absorbed in learning situations but also in their experiences, beliefs, images and social representations of mind-wandering that are connected to a specific cultural context, fieldwork, and activities of meaning construction.

• Tateo, Luca (2020). The School as Semiotic Intercultural Arena. In Xu, Shuangshuang & Marsico, Giuseppina (Ed.), Social Ecology of a Chinese Kindergarten Where culture grows. Springer Nature. ISSN 9783030597344. p. 117–128. doi: 10.1007/978-3-030-59735-1_10. Full text in Research Archive
• Xu, Shuangshuang & Tateo, Luca (2020). Drama-in-Education for Understanding: an Investigation from the Perspective of Cultural Psychology of Semiotic Mediation. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-020-00157-z. Full text in Research Archive Show summary

  Drama in education (DiE) is a lively and productive area of art entering into education. This article tries to establish dialogues between DiE and psychology by revisiting the phenomenological world opened by DiE from the theoretical lens of cultural psychology of semiotic mediation. First, we propose to distinguish three main approaches in DiE towards production of new understandings and conceptualize them into different models of meaning making processes from the lens of cultural psychology. Based on the three approaches, we will theorize participants’ experience in DiE into three layers: the layer of everyday, dramatic, and existential. Each layer of experience contains unique potential to produce signs from different generalization process, and the three approaches can be mapped out on different interacting zones between layers. To illuminate the theoretical discussion, the case study of a DiE workshop “The green child” is used to investigate the characteristics of its artistic form and structure, in launching participants into travelling among the three layers of experiences and in facilitating different levels of affective generalization for aesthetic experience to emerge.

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• Dazzani, Virginia; Stadskleiv, Kristine; He, Min & Tateo, Luca (2025). Research-Based International Student Involvement The Research-Tandem Model. Springer Nature. ISBN 9783031788369. 258 p. doi: 10.1007/978-3-031-78837-6. Full text in Research Archive Show summary

  This collective volume presents an innovative pedagogical model of research-based international student mobility called “research-tandem”. The research-tandem model and its pedagogical philosophy provide insights for the involvement of students in research from very early stages of the academic trajectory in higher education. The book also presents several interdisciplinary empirical studies (i.e., special needs education, cultural psychology, anthropology, etc.) produced by undergraduate students’ teams from different countries who participated in the mobility. Finally, commentaries from invited scholars contribute to offer valuable feedback and future directions to the tandem model.

• Tateo, Luca (2024). Fundamentals of Cultural Psychology. Routledge. ISBN 9781138576872. 164 p. doi: 10.4324/9781351268721. Full text in Research Archive Show summary

  This innovative textbook is the ideal introduction to cultural psychology. It focuses on a holistic approach, which emphasizes that culture is created and shared by minds and society. Organized around short core concept chapters, the book encourages students to think critically about culture and the theories around it. Chapters explore what cultural psychology is and its forms of knowing, how cultural psychology can be used to understand higher psychological functions, and the human psyche as a whole. Each chapter contains definitions of key concepts, real-world examples from everyday human activities, reflection questions, short biographies of key figures relevant to cultural psychology, and chapter summaries. There are also links to video interviews from leading international scholars which provide critical reflections on core concepts in cultural psychology. This is the essential introductory book for students of cultural psychology, as well as cultural studies and anthropology. It will be useful for anyone looking to learn more about the history of ideas, the human mind, and its historical and material relationship with culture.

• Marsico, Giuseppina & Tateo, Luca (2023). Humanity in Psychology. The Intellectual Legacy of Pina Boggi Cavallo. Springer Nature. ISBN 9783031306396. 238 p. Full text in Research Archive
• Dario, Nadia & Tateo, Luca (2022). New Perspectives on Mind-Wandering. Springer. ISBN 9783031069543. 314 p. Full text in Research Archive
• Impedovo, Maria Antonietta & Tateo, Luca (2021). Identity and Teacher Professional Development. Springer Nature. ISBN 9783030713669. 101 p. Full text in Research Archive
• Valerio, Tatiana; Bastos, Ana Clara & Tateo, Luca (2020). From Dream to Action Imagination and (Im)Possible Futures. Information Age Publishing. ISBN 9781648022791. 296 p. Full text in Research Archive
• Tateo, Luca (2020). A Theory of Imagining, Knowing, and Understanding. Springer Nature. ISBN 9783030380243. Full text in Research Archive
• Joranger, Line; Valerio, Tatiana; Bastos, Ana Clara & Tateo, Luca (2020). From Dream to Action: Imagination and (Im)Possible Futures. Information Age Publishing. ISBN 9783030581909. 298 p. Full text in Research Archive

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• Hauge, Åshild Lappegard; Moss, Sigrun Marie; Omland, Guro Brokke; Bochynska, Agata; Houge, Anette Bringedal & Tateo, Luca [Show all 7 contributors for this article] (2025). ReDemOS​ ​ ​ ​ ​ The Unintended Undemocratic Consequences of Open Science practices: Rethinking the Democratisation of Knowledge Production. Full text in Research Archive Show summary

  The Open Science movement aims to democratise knowledge production, making data, research processes and results more open and transparent. However, it may also risk being undemocratic in its approaches to knowledge production. With its current guidelines, Open Science is tailored to methods used in specific disciplines, e.g. the Natural Sciences or hypothesis-testing social science. Though the aims of Open Science are transparency, equity and inclusion, the recommended methodological practices are often difficult to apply to other types of research approaches, e.g. qualitative methods. Open Science may, therefore, unintentionally exclude certain forms of knowledge production, especially within the social sciences. Consequentially, some types of research addressing important societal issues may face hindrances, as Open Science gains ground in research, funding, hiring and publishing. There may be cases where knowledge production paradoxically becomes narrower and less transparent due to Open Science. ReDemOs seeks to address these unintended consequences. By critically investigating how the aim of democratization in Open Science influences knowledge production, ReDemOs aims to suggest alternative conceptualisations and practices within Open Science.

• boulanger, dany; CHAMPAGNE, Rébecca; DIENG, Ndeye; Mauricio, Cleidiane & Tateo, Luca (2025). Parler au nom de l’enfant en son propre nom : d’une lecture monologique à une conception dialogique de la notion de besoin en adaptation scolaire et sociale. Full text in Research Archive
• Tateo, Luca (2025). The eco-centric self: ecological epistemology in psychology. Full text in Research Archive
• Chimirri, Niklas A. & Tateo, Luca (2024). How Can Psychological Theorizing Be(Come) Ecological? Full text in Research Archive
• Tateo, Luca (2024). The researcher’s mutual feeding of action and reflection as a dialogical process. Full text in Research Archive
• Tateo, Luca (2024). The ecosystem of the Self: can more-than-human I-positions exist? Full text in Research Archive
• Grue, Jan; Finnvold, Jon Erik; Dokken, Therese; Hanisch, Halvor Melbye; Tateo, Luca & Vale, Marte Oppedal [Show all 7 contributors for this article] (2024). Vi har forsket på funksjonshemning. Resultatene er lite flatterende for Norge. Full text in Research Archive
• César, Jamile & Tateo, Luca (2024). The Use of Branded Clothes as a Semiotic Mediator of the Identification Process Among Adolescents. Full text in Research Archive
• Tateo, Luca (2024). Cultivating Diversity and Sustainability in Education. Full text in Research Archive
• Tateo, Luca (2024). The more-than-human I-positions in the ecosystem of the Self. Full text in Research Archive
• Tateo, Luca (2024). Symposium: Theory and intervention for inclusion: young dialogues between CHAT and other traditions. Full text in Research Archive
• Mohamad, Dima; Kjørholt, Anne Trine; Pesonen, Henri Valtteri & Tateo, Luca (2024). Inclusion of Syrian students in need of special support in Norwegian schools. Full text in Research Archive
• Tateo, Luca (2024). “A new ecological model of human development". Full text in Research Archive
• Tateo, Luca (2024). Ecological epistemology in cultural psychology and the social sciences. Full text in Research Archive
• Tateo, Luca (2023). Professor Lecture: "Diversity as resource". Full text in Research Archive
• Jamile, Cesar & Tateo, Luca (2023). Branded Clothing, Identity Development and Social Relations Between Brazilian Adolescents. Full text in Research Archive
• Alazzeh, Muhannad & Tateo, Luca (2023). Disability rights and the paradigm shift: one size does not fit all. Full text in Research Archive
• Tateo, Luca (2023). Deconstructing the myths of mobility to renovate mobility: The research-tandem model. Full text in Research Archive
• Tateo, Luca (2023). The research-tandem: a student mobility approach to decolonize academia. Full text in Research Archive
• Xu, Shuangshuang & Tateo, Luca (2023). Dramatization: Cultural and psychological foundations of performative methodologies. In Tseliou, Eleftheria; Demuth, Carolin; Georgaca, Eugenie & Gough, Brendan (Ed.), THE ROUTLEDGE INTERNATIONAL HANDBOOK OF INNOVATIVE QUALITATIVE PSYCHOLOGICAL RESEARCH. Routledge. ISSN 9780367654733. p. 52–63. doi: 10.4324/9781003132721-7. Full text in Research Archive Show summary

  The use of drama as teaching/learning methodology is an established field of research and practice. Yet, the psychological grounding of this widespread methodological tool is still not fully developed. This chapter addresses the ontological, epistemological and conceptual issues underpinning drama-based qualitative methods to provide more solid grounds for the use of performative methodologies in research. We examine the entanglement of two notions, “performance” and “performativity”, in the present performative turn in social science. From the perspective of performativity, we propose to theorize the application of drama-based methods as a dynamic process of dramatization. The key characteristics of dramatization are discussed, and its mechanism in transforming meaning making process is conceptualized from the theoretical lens of cultural psychology of semiotic mediation. We analyze three drama-based methods for their different mechanisms in meaning facilitation and transformation. Guidelines for researchers’ roles in the drama-based inquiries are also discussed.

• Tateo, Luca (2022). Tools and methods from Cultural Psychology Round Table: What Political Psychology do we need? Concepts methods and questions allowing reflexivity and critical revision. Full text in Research Archive
• Tateo, Luca & Marsico, Giuseppina (2022). Commitment for Change. Human Arenas. ISSN 2522-5790. 5(1). doi: 10.1007/s42087-022-00275-w. Full text in Research Archive
• Tateo, Luca & Marsico, Giuseppina (2022). Symposium: Theory of Psychology Facing Environmental Challenges. Full text in Research Archive Show summary

  To what extent the theory of psychology is equipped to understand the global perspective of environmental challenges? Global warming, resources over-consumption and the recurrent climatic, sanitary and migratory crises have made clear that the future challenges for humankind will be systemic and interconnected. An individualistic, trauma-based, and single-minded psychology does not seem ready to face the future challenges. In our understanding, psychology shall built a theoretical system based on an ecosystemic perspective, considering the local configurations of unique ecosystems where biodiversity, anthropodiversity and psychodiversity thrive. In this direction, ecopsychology and decolonizing perspective have shown how the way we relate to the rest of the planetary ecosystem is also a matter of social justice, which involves the rights of all the human and non-human communities. The current theory in psychology has few conceptual tools to locate human mind within the global ecosystem. Some approaches have been developed, which can serve as starting points for the reterritorialization of psychology. Eco-psychology, developed in the 1980’s, and currently experiencing a resurgence; deep ecology and Gaianism, both built on the work of Bateson and Margolis; the feminist and ecologist post-humanities elaborations; the relativistic and indigenous epistemologies; all are sensitive interlocutors and fertile ground for psychology. In this session, we aim at provoking a collective effort to define the most promising theoretical notions that can be developed into an ecosystemic theory of psychology. This should also represent the stem of an ecosystemic international psychology network, which urges to develop new imaginaries and practices, and able to move beyond the dichotomy between anthropocentrism and environmentalism.

• Abbasi, Zahra; Schlindwein, Ingrid Aguiar; Degavre, Florence; Edwards, Maísa; Peeters, Amaury & Tateo, Luca [Show all 7 contributors for this article] (2022). Toppling the totem pole. How hierarchies affect interdisciplinary research work. Full text in Research Archive
• Dario, Nadia; Lund, Kristine & Tateo, Luca (2022). Mapping Visual Marginalia in Educational Contexts: A Model for New Types of Self-Regulation of Learning. Full text in Research Archive
• Tateo, Luca (2021). Psicologia cultural da pandemia: construindo sentidos. Full text in Research Archive
• Tateo, Luca & Marsico, Giuseppina (2021). The Creative Synthesis and the Global Psychology. Human Arenas. ISSN 2522-5790. 4(1). doi: 10.1007/s42087-021-00201-6. Full text in Research Archive
• Tateo, Luca (2021). THE NEED OF A UNIFIED THEORY OF IMAGINING. THE JUNKYARD A scholarly blog devoted to the study of imagination. Full text in Research Archive
• Carriere, Kevin J. & Tateo, Luca (2021). Luca Tateo Interview Culture & Psychology. [Internet]. Facebook. Full text in Research Archive
• Tateo, Luca (2020). International frygtforsker om danskernes panik: »Har du et problem, så køber du noget«. [Journal]. Denmark. Full text in Research Archive
• Tateo, Luca & Marsico, Giuseppina (2020). Psychodiversity and anthropophagic psychology. Full text in Research Archive
• Tateo, Luca (2020). APA Div 52 Webinar:Face Masks as New Interface in Human Relations After Pandemic. Full text in Research Archive
• Tateo, Luca (2020). Atmos-Fear and Semiotic Devices: How to Turn the Right to Healthcare Into a War. Full text in Research Archive
• Tateo, Luca (2020). Psicologia cultural e ensino das ciências: papel dos processos imaginativos. Full text in Research Archive
• Tateo, Luca (2020). Bases Históricas da Psicologia do Desenvolvimento. Full text in Research Archive
• Tateo, Luca (2020). PANDEMIC DIALOGUES. Full text in Research Archive
• Tateo, Luca (2020). Injustiça Epistêmica na Educação. Full text in Research Archive
• Tateo, Luca; Valerio, Tatiana & Bastos, Ana Clara (2020). TOWARDS A GENERAL STUDY OF IMAGINATIVE PROCESSES IN HUMAN PURPOSEFUL ACTION. In Valerio, Tatiana; Bastos, Ana Clara & Tateo, Luca (Ed.), From Dream to Action Imagination and (Im)Possible Futures. Information Age Publishing. ISSN 9781648022791. p. xiii–xx. Full text in Research Archive

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