Øster Farimagsgade 2A, 1353 København K, Building: 03-2-210
Kyoko Murakami is an Associate Professor in Psychology at the University of Copenhagen, Denmark. Her research focuses on aspects of cognition such as learning, identity and memory, examining language use and social relations in practices of education and discourses of remembering. Her research draws on Discursive Psychology, Cultural Psychology and Discourse Analysis and other qualitative approaches including ethnography. Dr Murakami’s recent projects and publications relevant to educational research include internationalisation in a Danish University and an edited book titled Dialogic Pedagogy (2016). Since 1998 she has been researching on international reconciliation practices such as war grave pilgrimages by British veterans (e.g., 2014, under review), family reminiscence as memory practice (2017), materiality of memory (2017) and intergenerational succession of memories of catastrophes and disasters in Japan (in progress). She is an editorial board member for Culture & Psychology and a review editor for Dialogic Pedagogy and Frontiers in Psychology.
Primary fields of research
Social remembering, discursive psychology, cultural psychology, cultural historical activity theory, dialogic pedagogy, social and community psychology
Fields of interest
Discourse analysis, remembering and forgetting, silence, dialogue, reconciliation, materiality, space and temporality of development, learning in collaboration
Research group memberships
- PPUK (Person, Praksis, Udvikling, Kultur) (KU/DPU/RUC) http://ppuk.psy.ku.dk/
I am interested in examining language use and social relations configured and reconfigured in social and cultural practices. As for my theoretical and methodological orientations, I draw on Discourse Analysis, Discursive Psychology and Cultural Psychology (and am open to other approaches). Alongside my education colleagues, I explore ways in which group work in HE yields positive and effective learning outcomes as well as exploring dialogic space in both formal and non-formal education settings. My recent publications include: achieving international reconciliation through battlefield and prison camp pilgrimages by British veterans (2014, in press), family reminiscence as memory practice (in press). At present, centering on the concept of materiality, I am taking discourse based memory and learning research further by exploring materially mediated dialogicality in the contexts of learning and teaching in HE and commemorative practices of war and conflict.
Current research projects
- Internatinalisation of UCPH, the Danish way: (KU SAMF teaching innovation fund)
- Fragments of memory (Asian Dyanamics Institute research fund, KU)
- Culture, Communication and Learning (BA and MA)
- Udviklingspsykologi (Developmental Psychology) (BA)
- Social udviklings - og integrationspsykologi, Videreg (Social and Community Psychology)
- Discourse Analysis: Advanced Qualitative Research Methods (MA)
- MA dissertation research supervision
Murakami, K. & Jacobs, R. (2016) Connecting dots: Family Reminiscence in Memory practices and learning: interactional, institutional and sociocultural perspectives. Mäkitalo, Å., Linell , P. & Säljö, R. (eds.). Charlotte, NC: Information Age Publishing, incorporated, (Advances in cultural psychology: constructing human development).
Murakami, K. (2016) Discursively managing sensitivity: A case of Anglo-Japanese reconciliation over Second World War for Case Studies in Discourse Analysis. Danesi, M. & Greco, S. (eds.) pp. 335-352. Munich: Lincom Europa
Skidmore, D. & K. Murakami (2016) (Eds). Dialogic Pedagogy. Bristol: Multilingual Matters.
Murakami, K. (2014). Book Review Symposium: The Collective Memory Reader. Memory Studies, 7(1), 119-123. doi: 10.1177/1750698013505029
Murakami, K. (2014). Commemoration Reconsidered: Second World War Veterans’ Reunion as Pilgrimage. Memory Studies. Doi: 10.1016/j.ijer.2010.09.001
Stables, A., Murakami, K., McIntosh, S., & Martin, S. (2014). Conceptions of effort among year 8 students, their teachers and parents within a school: a case study. Research Papers in Education, 14(2).
Murakami, K. (2012). Discursive Psychology of remembering and reconciliation. Hauppauge, NY: Nova Publishers. https://www.novapublishers.com/catalog/product_info.php?products_id=33901
Murakami, K. (2012). Time for memory: Beyond spatial metaphors? Culture & Psychology 18(1): 3-13.
Skidmore, D. & Murakami. K. (2012). Claiming our own space: Polyphony in teacher-student dialogue. Linguistics and Education 23: 200-210.
Murakami, K. (2012). Culture in action: A discursive approach. In J. Valsiner (Ed.), Oxford handbook of culture and psychology. (Chapter 21) New York: Oxford University Press.
Murakami, K. (2012). History as a dynamic process: Reanalysing a case of Anglo-Japanese reconciliation. History Education and the Construction of National Identities. M. Carretero, M. Asensio and M. Rodríguez-Moneo. Charlotte, NC, USA, Information Age Publishing
Murakami, K. (2011). Dialogical methodologies in practice. In M. Martsin, B. Wagoner, E.-L. Aveling, I. Kadianaki & L. Whittaker (Eds.), Dialogicality in focus challenges to theory, method and application. pp. 163-170. Hauppauge, NY: Nova Science Publishers.
Murakami, K. (2010). Liminality in Language Use: Some Thoughts on Interactional Analysis from a Dialogical Perspective. Integrative Psychological and Behavioral Science 44(1): 30-38.
Skidmore, D., & Murakami, K. (2010). How prosody marks shifts in footing in classroom discourse. International Journal of Educational Research, 49(2-3), 69-77. doi:10.1016/j.ijer.2010.09.001