Luca Tateo

• Mohamad, Dima; Kjørholt, Anne Trine; Pesonen, Henri & 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. Fulltekst i vitenarkiv
• 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..
• 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.
• 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.
• 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. Vis sammendrag

  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.

• César, Jamile & Tateo, Luca (2024). The use of branded clothing in identity development and social relations between adolescents. Culture & Psychology. ISSN 1354-067X. s. 1–18. doi: 10.1177/1354067X241236721.
• Tateo, Luca (2023). Fear. I Glaveanu, Vlad-Petre; Tangård, Lene & Wegener, Charlotte (Red.), Creativity — A New Vocabulary. Palgrave Macmillan. ISSN 978-3-031-41907-2. s. 87–97. doi: https:/doi.org/10.1007/978-3-031-41907-2_8.
• Xu, Shuangshuang & Tateo, Luca (2023). Between form and content: affective generalization in Art. Pro-Posições. ISSN 0103-7307. 34, s. 1–19. doi: 10.1590/1980-6248-2021-0089EN. Fulltekst i vitenarkiv
• Tateo, Luca (2023). Listening to Children and Adolescents with Special Needs During Covid-19 Pandemic. I Kubincová, Zuzana (Red.), Methodologies and Intelligent Systems for Technology Enhanced Learning, Workshops - 13th International Conference. Springer Nature. ISSN 978-3-031-42133-4. s. 352–358. doi: 10.1007/978-3-031-42134-1_35.
• Marsico, Giuseppina & Tateo, Luca (2023). Psicologia e Praticas Educativas: Dialogos sobre o Desenvolvimento Humano em Contextos Escolares. I Souza Neves-Pereira, Monica & Uchoa Branco, Angela (Red.), A psicologia cultural chega à escola:Desenvolvimento humano,cultura e educação. Information Age Publishing. ISSN 979-8-88730-142-6. s. 60–80.
• Tateo, Luca & Marsico, Giuseppina (2023). New Perspectives in Ecosystemic Psychology: Developmental Mereotopology. I Valsiner, Jaan (Red.), Farewell to Variables. Information Age Publishing. ISSN 979-8-88730-187-7. s. 183–200.
• Tateo, Luca & Marsico, Giuseppina (2023). Enchantment of the Mind: The Salernitan Questions. I Marsico, Giuseppina & Tateo, Luca (Red.), Humanity in Psychology. The Intellectual Legacy of Pina Boggi Cavallo. Springer Nature. ISSN 978-3-031-30639-6. s. 1–13. doi: https:/doi.org/10.1007/978-3-031-30640-2_1.
• Tateo, Luca & Marsico, Giuseppina (2023). Semiotic regulation in human development: The psychology of bordering . I Biglari, Amir (Red.), Open Semiotics. Volume 4. Life and its extensions.. L'Harmattan. ISSN 9782140305313. s. 201–218.
• 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. ISSN 2227-7102. 13(4). doi: 10.3390/educsci13040367. Fulltekst i vitenarkiv Vis sammendrag

  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

• De Luca Picione, Raffaele; 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), s. 81–111. doi: 10.32111/SAS.2022.2.2.7.
• Tateo, Luca (2022). Cultural mediation of grief: the role of esthetic experience. Culture & Psychology. ISSN 1354-067X. doi: 10.1177/1354067X221145901. Fulltekst i vitenarkiv
• Silva Filho, Waldomiro; Dazzani, Virginia; Tateo, Luca; Gottschalk Sukerman Barreto, Rodrigo & 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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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.
• Tateo, Luca & Dario, Nadia (2022). Conclusion. Toward a Generative-Systemic Perspective: A Critical View on the Mind Wandering Arena. I Dario, Nadia & Tateo, Luca (Red.), New Perspectives on Mind-Wandering. Springer. ISSN 978-3031069543. s. 255–261. doi: 10.1007/978-3-031-06955-0_14.
• Dario, Nadia & Tateo, Luca (2022). Introduction. The Lines, Circles and Zigzag on Mind-Wandering. I Dario, Nadia & Tateo, Luca (Red.), New Perspectives on Mind-Wandering. Springer. ISSN 978-3031069543. s. 1–21. doi: https:/doi.org/10.1007/978-3-031-06955-0_1.
• Dario, Nadia & Tateo, Luca (2022). Relegated at the Margin: Visible Thinking, Visual Marginalia in Schooling. I Fossa, Pablo (Red.), Inner Speech, Culture & Education. Springer. ISSN 978-3-031-14212-3. s. 51–70. doi: 10.1007/978-3-031-14212-3_4.
• 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), s. 29–47. doi: 10.15446/rcp.v32n1.98961.
• Ruse, Jesse N.; Rhodes, Paul; Tateo, Luca & De Luca Picione, Raffaele (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. s. 1–21. doi: 10.1007/s12124-022-09711-6. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. Fulltekst i vitenarkiv
• 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), s. 1–14. doi: 10.32111/SAS.2022.2.1.1. Fulltekst i vitenarkiv
• Tateo, Luca; Marsico, Giuseppina; He, Min & Dazzani, Virginia (2022). University without Borders. Integrative Psychological and Behavioural Science. ISSN 1932-4502. 56(4), s. 893–901. doi: 10.1007/s12124-022-09714-3. Fulltekst i vitenarkiv
• Tateo, Luca & Marsico, Giuseppina (2022). Sensing the city. Affective semiosis and urban border- zones. I Petrilli, Susan & Meng, Ji (Red.), Intersemiotic Perspectives on Emotions Translating across Signs, Bodies and Values. Routledge. ISSN 9781003056652. s. 196–209. doi: 10.4324/9781003056652-15. Vis sammendrag

  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.

• Tateo, Luca; Marsico, Giuseppina & Valsiner, Jaan (2022). The Pandemic Atmos-Fear. International Perspectives in Psychology: Research, Practice, Consultation. ISSN 2157-3883. 11(2), s. 125–133. doi: 10.1027/2157-3891/a000041. Vis sammendrag

  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.

• Tateo, Luca; Marsico, Giuseppina & Valsiner, Jaan (2022). Cultural Psychology, International Handbook of Psychology Learning and Teaching. Springer. ISSN 978-3-030-26248-8. doi: https:/doi.org/10.1007/978-3-030-26248-8_28-1.
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• De Luca Picione, Raffaele; Martini, Elvira; Cicchella, Sara; Forte, Salvatore; Carranante, Maria & Tateo, Luca [Vis alle 7 forfattere av denne artikkelen] (2021). The impact of Covid-19 pandemic: Psycho-social perception of the crisis and sense-making processes. Community Psychology in Global Perspective. ISSN 2421-2113. 7(2). doi: 10.1285/i24212113v7i2p103. Fulltekst i vitenarkiv
• Tateo, Luca & Marsico, Giuseppina (2021). Das anthropophagische Manifest für eine wahrhaft globale Psychologie. psychosozial. ISSN 0171-3434. 165, s. 49–63.
• 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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• de Abreu, Marcio; 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. Fulltekst i vitenarkiv
• Kaipper Dias, Cristiana; Leite da Rocha, Leonardo Rafael; 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. Fulltekst i vitenarkiv
• Tateo, Luca & Marsico, Giuseppina (2021). Signs as borders and borders as signs . Theory & psychology. ISSN 0959-3543. doi: 10.1177/0959354320964865. Fulltekst i vitenarkiv
• Assis Pinheiro, Marina; Ferreira da Silva, Jandson & Tateo, Luca (2021). The Aesthetic Experience as a Central Pathway in Understanding Memory and Imagination – The Case of Quilombo Barro Branco. I Lyra, Maria C.D.P.; Wagoner, Brady & Barreiro, Alicia (Red.), Imagining the Past, Constructing the Future. Springer Nature. ISSN 978-3-030-64174-0. s. 89–106. doi: 10.1007/978-3-030-64175-7_6. Vis sammendrag

  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.

• 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. Fulltekst i vitenarkiv
• Tateo, Luca; Nugin, Raili; Jones, Alasdair; Marsico, Giuseppina & Palang, Hannes (2021). Cities of Senses: Visible and Invisible Borders in Public Spaces. I Kullasepp, Katrin & Marsico, Giuseppina (Red.), Identity at the Borders and Between the Borders. Springer Nature. ISSN 978-3-030-62266-4. s. 7–22. doi: https:/doi.org/10.1007/978-3-030-62267-1_2.
• 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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Tateo, Luca (2020). The School as Semiotic Intercultural Arena. I Xu, Shuangshuang & Marsico, Giuseppina (Red.), Social Ecology of a Chinese Kindergarten Where culture grows. Springer Nature. ISSN 978-3-030-59734-4. s. 117–128. doi: https:/doi.org/10.1007/978-3-030-59735-1_10.
• Dario, Nadia & Tateo, Luca (2020). The positive side: an inquiry into mind-wanderingùin teaching- learning situations. . Formazione e insegnamento. ISSN 1973-4778. XVIII(3), s. 255–276. doi: 10.7346/-fei-XVIII-03-20_07. Vis sammendrag

  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 & 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), s. 89–100. doi: 10.7346/-fei-XVIII-03-20_07. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Tateo, Luca (2020). Face masks as layers of meaning in times of COVID-19. Culture & Psychology. ISSN 1354-067X. 27(1), s. 131–151. doi: 10.1177/1354067X20957549. Fulltekst i vitenarkiv Vis sammendrag

  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 (2020). The Golem of Psychology and the Ecosystemic Epistemology. Integrative Psychological and Behavioural Science. ISSN 1932-4502. 54(2), s. 667–676. doi: 10.1007/s12124-020-09532-5. Fulltekst i vitenarkiv
• Dario, Nadia & Tateo, Luca (2020). A New Methodology for the Study of Mind-Wandering Process. Human Arenas. ISSN 2522-5790. 3(2), s. 172–189. doi: 10.1007/s42087-019-00075-9. Fulltekst i vitenarkiv
• Marsico, Giuseppina; Tateo, Luca; Cerqueira Gomez, Ramon & Dazzani, Virginia (2019). Educational processes and dialogical construction of Self. I Mercer, Neil; Wegerif, Rupert & Major, Louis (Red.), The Routledge International Handbook of Research on Dialogic Education. Routledge. ISSN 9780429441677. s. 50–63. doi: 10.4324/9780429441677-6.
• Tateo, Luca (2019). The journey of learning. Mind, Culture, and Activity. ISSN 1074-9039. 26(4), s. 371–382. doi: 10.1080/10749039.2019.1686028.
• Tateo, Luca (2019). Caravaggio’s The Seven Works of Mercy and the Art of Generalization. I Højholt, Charlotte & Schraube, Ernst (Red.), Subjectivity and Knowledge. Springer. ISSN 978-3-030-29977-4. s. 141–156. doi: 10.1007/978-3-030-29977-4_8.

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• Marsico, Giuseppina & Tateo, Luca (2023). Humanity in Psychology. The Intellectual Legacy of Pina Boggi Cavallo. Springer Nature. ISBN 978-3-031-30639-6. 238 s.
• Dario, Nadia & Tateo, Luca (2022). New Perspectives on Mind-Wandering. Springer. ISBN 978-3031069543. 314 s.
• Impedovo, Maria Antonietta & Tateo, Luca (2021). Identity and Teacher Professional Development. Springer Nature. ISBN 978-3-030-71366-9. 101 s.
• Joranger, Line; Valerio, Tatiana; Bastos, Ana Clara & Tateo, Luca (2020). From Dream to Action: Imagination and (Im)Possible Futures. Information Age Publishing. ISBN 3-030-58190-X. 298 s.
• Valerio, Tatiana; Bastos, Ana Clara & Tateo, Luca (2020). From Dream to Action Imagination and (Im)Possible Futures. Information Age Publishing. ISBN 978-1-64802-279-1. 296 s.
• Tateo, Luca (2020). A Theory of Imagining, Knowing, and Understanding. Springer Nature. ISBN 978-3-030-38024-3.
• Marsico, Giuseppina & Tateo, Luca (2019). Ordinary Things and Their Extraordinary Meanings. Information Age Publishing. ISBN 978-1641136822.
• Brown, Sheldon & Tateo, Luca (2019). The Method of Imagination. Information Age Publishing. ISBN 9781641134712. 2018(2). 284 s.
• Tateo, Luca (2018). An Old Melody in a New Song. Springer. ISBN 978-3-319-92338-3. 220 s.
• Tateo, Luca (2017). Giambattista Vico and the New Psychological Science. Transaction Publishers. ISBN 9781412864244. 242 s.

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• Jamile, Cesar & Tateo, Luca (2023). Branded Clothing, Identity Development and Social Relations Between Brazilian Adolescents.
• Xu, Shuangshuang & Tateo, Luca (2023). Dramatization: Cultural and psychological foundations of performative methodologies. I Tseliou, Eleftheria; Demuth, Carolin; Georgaca, Eugenie & Gough, Brendan (Red.), THE ROUTLEDGE INTERNATIONAL HANDBOOK OF INNOVATIVE QUALITATIVE PSYCHOLOGICAL RESEARCH. Routledge. ISSN 978-0-367-65473-3. s. 52–63. doi: 10.4324/9781003132721-7. Vis sammendrag

  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 (2023). The research-tandem: a student mobility approach to decolonize academia.
• Tateo, Luca (2023). Deconstructing the myths of mobility to renovate mobility: The research-tandem model.
• Alazzeh, Muhannad & Tateo, Luca (2023). Disability rights and the paradigm shift: one size does not fit all.
• Tateo, Luca (2023). Professor Lecture: "Diversity as resource".
• Abbasi, Zahra; Aguiar Schlindwein, Ingrid; Degavre, Florence; Edwards, Maísa; Peeters, Amaury & Tateo, Luca [Vis alle 7 forfattere av denne artikkelen] (2022). Toppling the totem pole. How hierarchies affect interdisciplinary research work .
• 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. .
• Tateo, Luca & Marsico, Giuseppina (2022). Symposium: Theory of Psychology Facing Environmental Challenges . Vis sammendrag

  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.

• Dario, Nadia; Lund, Kristine & Tateo, Luca (2022). Mapping Visual Marginalia in Educational Contexts: A Model for New Types of Self-Regulation of Learning.
• Tateo, Luca & Marsico, Giuseppina (2022). Commitment for Change. Human Arenas. ISSN 2522-5790. 5(1). doi: 10.1007/s42087-022-00275-w.
• Tateo, Luca (2021). Psicologia cultural da pandemia: construindo sentidos.
• Tateo, Luca (2021). THE NEED OF A UNIFIED THEORY OF IMAGINING. THE JUNKYARD A scholarly blog devoted to the study of imagination.
• 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.
• Carriere, Kevin J. & Tateo, Luca (2021). Luca Tateo Interview Culture & Psychology . [Internett]. Facebook.
• Tateo, Luca (2020). Cognitive dynamics. Punctum. International Journal of Semiotics. 6(2), s. 253–259. doi: 10.18680/hss.2020.0032.
• Tateo, Luca (2020). Injustiça Epistêmica na Educação.
• Tateo, Luca & Marsico, Giuseppina (2020). Psychodiversity and anthropophagic psychology.
• Tateo, Luca; Valerio, Tatiana & Bastos, Ana Clara (2020). TOWARDS A GENERAL STUDY OF IMAGINATIVE PROCESSES IN HUMAN PURPOSEFUL ACTION. I Valerio, Tatiana; Bastos, Ana Clara & Tateo, Luca (Red.), From Dream to Action Imagination and (Im)Possible Futures. Information Age Publishing. ISSN 978-1-64802-279-1. s. xiii–xx.
• Tateo, Luca (2020). Injustiça epistêmica e educação. Vis sammendrag

  Epistemic injustice and education

• Tateo, Luca (2020). APA Div 52 Webinar:Face Masks as New Interface in Human Relations After Pandemic.
• Tateo, Luca (2020). O conceito de tensão psicossocial e como ela se encaixa no contexto ambiental de uma comunidade urbana.
• Tateo, Luca (2020). PANDEMIC DIALOGUES.
• Tateo, Luca (2020). Atmos-Fear and Semiotic Devices: How to Turn the Right to Healthcare Into a War.
• Tateo, Luca (2020). International frygtforsker om danskernes panik: »Har du et problem, så køber du noget«. [Avis]. Denmark.
• Tateo, Luca (2020). Bases Históricas da Psicologia do Desenvolvimento.
• Tateo, Luca (2020). Psicologia cultural e ensino das ciências: papel dos processos imaginativos.
• Tateo, Luca & Marsico, Giuseppina (2020). Reviewing as Dialogical Development of Ideas. Human Arenas. ISSN 2522-5790. 3(1), s. 1–5. doi: 10.1007/s42087-020-00100-2.
• Tateo, Luca (2019). An Epistemological Exchange Between Philosophy and Cultural Psychology on Reflection.

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