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Socialization tends to be viewed within the confines of a particular geographical or cultural situation. The multi-national list of contributors brings an international perspective to the problem of socialization to work and to adult life, while at the same time emphasizing the common issues that face youth around the world

Social interaction is part of human life and is the engine which drives an individual's psychological development, creating changes on all levels of society. Through a collection of essays by internationally renowned academics from a range of disciplines, including social psychology, international relations and child development, Social Relations in Human and Societal Development examines the effect of this integral force on human life. Each chapter explores the role of social relations in a particular domain to provide a broad understanding of the role of social relations in human and societal development.

This paper discusses the distinct meanings of <i>internalization</i> and <i>interiorization</i> as ways of rendering intelligible the social constitution of the psychological in a line of research that started with Piaget and extended into a post-Piagetian reformulation of intelligence in successive generations of studies of the relations between social interaction and cognitive development. While the same clarity cannot be found in Vygotsky's work, the emphasis on the cultural embeddedness of cognitive activity in contemporary cultural psychology has also been a significant influence on the evolution of this work. This paper proposes a further integration of these perspectives by developing the idea of <i>operativity-in-context</i> as a means of retaining the advantages of Piaget's structural analysis of cognition whilst recognizing the situational and cultural constraints on cognitive functioning.

The delivery of education in refugee camps has become a key component of humanitarian programs. Since the late 1980s, camps have become the dominant way through which refugee movements are managed around the world (Agier, 2014). Children, the perfect embodiment of the innocent victim, are particularly targeted by humanitarian aid. When refugee situations become protracted and the temporary permanent, their learning structures tend to be become actual schools made of an administration, a teaching staff and a curriculum. Generally funded and coordinated by the United Nations High Commissioner for Refugees (UNHCR), these camp schools contribute today to the schooling of almost 3,5 millions of refugee children (UNHCR, 2019). Going beyond an idealized vision of education as a "basic human right" and an instrument of "protection," this article looks at the ways in which humanitarian aid contributes to establishing the school norm in the margins of the Nation-States while at the same time being closely intertwined with the politics of controlling human mobility. Based on the case studies of schools in two Congolese refugee camps (in Tanzania and Rwanda), we explore which registers of legitimization and understandings of the child they are built on; how they are governed and negotiated on a daily basis by multiple actors; and how they are perceived by the students. What emerges from this analysis are a variety of tensions that characterize the dynamics of these schools: they simultaneously include their students in and exclude them from the dominant social order; they victimize them at the same time as they project them as future citizens, and they (re)produce the conditions of their confinement while creating opportunities for certain socio-spatial mobilities.

"Problem emergence and relational dynamics at the start of a philosophy workshop. This research aims to better understand how a common object is constructed (or not) during an interaction when the purpose of the interaction is to think together philosophically. After presenting what the practice of philosophy for children advocates, we analyze what happens when it is implemented by observing the unfolding of a philosophy workshop involving secondary school students and their teachers. We adopt an empirical approach and a precise follow-up of the contributions of each participant. At the beginning of the workshop, we are interested in looking for those moments when a common problem emerges. Our observations suggest that the process of theoretical elaboration of a philosophical theme and that of the relational dynamics between the participants are intertwined. Keywords: interaction, philosophy for children, problem, dialogue, interpersonal relations. "