1st Edition
Challenging Attachment Theory Ethnocentrism, Science, and Child Development
Part 1. Setting the Stage
Chapter 1. Who is Psychology About?
Chapter 2. The Universality Assumption
Chapter 3. The Concept of Context
Chapter 4. The Conception of Culture
Chapter 5. Variability of Children’s Learning Environments
5.1 Interactional dynamics across cultural communities
5.2 Similarities and Differences
Chapter 6. Implications for Culture Conscious Research
Part 2. Attachment Theory: Science and Reality
Chapter 7. History and Core Assumptions of Attachment Theory
7.1 The origins and history of attachment theory
7.2 What is attachment?
7.3 The basic assumptions of attachment theory
7.4 Critical evaluation of the core assumptions
8. The Ethnocentric Bias of Attachment Theory
Chapter 9. Different Avenues to Develop Attachment Relationships
Chapter 10. Is attachment theory a scientific theory at all?
Chapter 11. Concluding evaluation of attachment theory
Part 3. Attachment and the Applied Field: More Areas of Construction
Chapter 12. Parenting Interventions
Chapter 13. Family Court Decisions and Child Custody
Chapter 14. Early Pedagogics
Part 4. Problems of Change
Chapter 15. Ignorance and resistance
Chapter 16. The stairway to change
Chapter 17. Outlook
References
Biography
Heidi Keller is Professor Emeritus of Psychology and former Head of Department, Culture and Development, Faculty of Human Sciences, Osnabrueck University, Germany. Among many international awards, in 2019 she was the recipient of the SRCD Award for Distinguished Contributions to Understanding International, Cultural and Contextual Diversity in Child Development.
This book is a tour de force, wherein Keller shares her conceptual brilliance and knowledge in informative and entertaining ways. It is an essential aid in increasing inclusivity, and decreasing colonial practices in how we interact with children and families. Amid constructive criticism of current theory and practice in developmental psychology (rightly characterized as WEIRD, pertaining to mostly Western middle-income contexts), Keller brings illuminating descriptions of children developing within a wide variety of ecocultural contexts around the world. I can easily conceive of this book as becoming integral in the education of University students, of Ethics Review Boards, and of practitioners, from pediatricians to teachers, from those providing parenting advice to those providing early interventions. This book is an exemplary presentation of the need for and benefits of viewing childhood within eco-cultural context.
- Prof Dr Kim A. Bard, Professor of Comparative Developmental Psychology, Affiliate Scientist, University of Michigan-Dearborn, USA
This is a book that begins with life and compels theory to respond. Emerging from a trajectory that moves from kitchens to communities, from observation to uneasy understanding, it unsettles the long-standing assumption that culture is a variable to be added to psychological models. Here, culture appears as the very ground of perception, the condition through which development becomes intelligible.
What gives this work its force is its engagement with diverse childhoods across contexts, and its methodological honesty. The recognition that not knowing language, misreading practices, and depending on others are not limitations to be overcome, but conditions that reshape what it means to know. In this sense, the book offers a rare account of how psychological knowledge is actually made through relationships, mistakes, and sustained encounters with difference.
Its return to attachment theory is particularly significant. Rather than accepting or dismissing it, the author approaches it as an ethical problem, one that must be confronted in light of the many childhoods that lie outside its assumptions. This is not critique for its own sake, but an insistence that widely accepted frameworks be made answerable to the worlds they claim to describe.
Situated within ongoing efforts to decolonize psychology, this book does something more demanding: it does not simply call for change, but demonstrates how such change emerges from a lifetime of engagement with people, practices, and places that resist easy translation. It will be of interest not only to developmental psychologists, but to anyone concerned with how knowledge travels, transforms, and sometimes fails.
-Prof Dr. Nandita Chaudhary, Professor to the Department of Cultural Psychology, Federal University of Bahia, Salvador da Bahia
