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Luka Lucic

Associate Professor


Luka’s research explores the effects of radical change – such as migration, war, and urban destruction on the socio-cognitive development of young people. Employing the methodology of narrative inquiry, Luka’s research specifically focuses on the relationship of cognition to socio-cultural context and environment (both built and virtual). Across his work, language is seen as an important tool for psychological development, enabling young people to make sense of challenging life situations while also facilitating cognitive growth. Within contexts of radical change, Luka’s research explores language employed as narrative as a way of imposing on experience some organized differentiation between action, cognition, and feeling, and thereby making sense of that experience. Current research support includes funding from the Mellon Foundation and Pratt Institute’s Center for Art, Design and Community Engagement K-12.

Dr. Lucic serves on the Board of Directors of the Jean Piaget Society for the Study of Knowledge and Development. In 2014 he worked to establish the Psychology Minor at Pratt Institute and served as the coordinator of that program until 2019. Between 2017 and 2019 he was Associate Director of Global South Center at Pratt Institute. During 2015/16 he was a visiting faculty in the Department of Psychology at Bogazici University in Istanbul where he taught courses in Cultural Psychology. Before joining Pratt Institute, Luka served as an Adult Literacy Fellow at New York City’s Office of the Mayor, taught psychology at Hunter College, and worked as a Lecturer in History of Immigration at New-York Historical Society.

His current research projects include:

with Pratt School of Design and MADWORKSHOP Foundation entitled: Kingston Creative Exchange (KCX):

with Guro Flogstad (Universitetet i Sorost-Norge) entitled: Locating Space in Thought: Use of locative case in narratives of young people who lived through the siege of Sarajevo (’92-’95).

Recent and forthcoming publications include:

Lucic, L. (Accepted). Bewilderment and Illumination: Immigrant stories as psychological search and research. In J. Sladkova, M. Gemignani, & Y. Hernández Albujar (Eds.), Migrant scholars researching migration: Reflexivity, subjectivity, and biographical research. Routledge.

O’Connell, C. & Lucic, L. (2021). An Informal Education Intervention in Response to the Covid-19 Pandemic: Homework mentorships in a Berlin refugee shelter. Human Arenas. (4) 616–631.

Lucic, L. (2021). War Schools: Teaching innovations implemented across makeshift educational spaces during the military siege of Sarajevo. Pedagogy, Culture & Society. 29 (4), 573-592.

Lucic, L. & Liharska, L. (2019). ‘They are thirsty for internet more than water’: Learning and cognitive development among young refugees undergoing migration. In Z. Yan (Ed.) Analyzing Human Behavior in Cyberspace.

Lucic, L. & Bridges, E. (2018). Ecological landscape in narrative thought: How siege survivors employ prepositions to make sense of war-torn Sarajevo. Narrative Inquiry. 28 (2), 346-372.

Lucic, L. (2018). The role of culture in times of trouble. [Review of the book Cultural-Existential Psychology: The Role of Culture in Suffering and Threat, by Daniel Sullivan]. Contemporary Sociology. 47 (5), 632-634.

Lucic, L., Khan, A., & Daiute, C. (2017). Can writing be used to study and improve the socio-cognitive functioning of individuals diagnosed with schizophrenia? European Psychiatry. 41, S821.

Lucic, L. (2016). Developmental affordances of war-torn landscapes: Growing up in Sarajevo under siege. Human Development. 59:81-106.

Lucic, L. (2016). The crisis of geographical imagination in Turkey. Metropolitics. June, 20.

Lucic, L. (2016). Narrative approaches to conflict resolution across technologically mediated landscapes. International Journal of Cyber Behavior, Psychology & Learning. 6 (1), 42-59.

Lucic, L. (2016). Changing landscapes, changing narratives: Socio-cultural approach for teaching global migrants. Pedagogy, Culture & Society. 24 (2), 221-237.

Lucic, L. (2016). The boys of Sarajevo’s war tunnel. Metropolitics. January, 12.

Lucic, L., Daiute, C., Khan, A. (2015). Narrative exploration of social cognition in adults hospitalized due to symptoms of schizophrenia. European Psychiatry, 30, S1, P1282.

Lucic, L., Khan, A., Rothman, B., Gao, L., Peterson, T., & Opler, M. (2014). How to measure social cognition in schizophrenia? A comparison of measurements. European Psychiatry, 29, S1.

Lucic, L., Khan, A., Daiute, C. (2014). “I am here because the voices came back…”: Narrative exploration of the function of concept formation in adults hospitalized due to symptoms of schizophrenia. Schizophrenia Research, 153, S341.

Lucic, L. (2013). Use of evaluative devices by youth for sense-making of culturally diverse interactions. International Journal of Intercultural Relations, 37, 434-449.

Khan A., Lindenmayer J.P., Opler M., Yavorsky C., Rothman B., Lucic L. (2013). A new integrated negative symptom structure of the Positive and Negative Syndrome Scale (PANSS) in schizophrenia using item response analysis. Schizophrenia Research, 150(1):185-96.

Lucic, L., Rothman B., Khan A., Yavorsky C., Opler, M. (2013). Preliminary findings of the Dynamic Social Cognition Battery (DSCB): A comprehensive toolkit for social cognition. Schizophrenia Bulletin, 39, S239.

Khan, A., Yavorsky, C., Liechti, S., Opler, M., Rothman B., Lucic, L., DiClemente, G., Jovic, S., Inada, T., Yang, L. (2013). A Rasch model to test the cross-cultural validity in the Positive and Negative Syndrome Scale (PANSS) across six geo-cultural Groups. BMC Psychology, 1:5.

Daiute, C. & Lucic, L. (2010). Situated cultural development among youth separated by war. International Journal of Intercultural Relations, 34, 615-628.

Bender, H., Ruiz-Navarro, P., Echavarria, M., Feigina, I., Gaytan, F., & Lucic, L. (2010). Immigration and education. in C. Clauss-Ehlers (Ed.), Encyclopedia of Cross-Cultural School Psychology. NJ: Springer.

Milstein, G., & Lucic, L. (2004). Young immigrants: A psychosocial development perspective. ENCOUNTER: Education for Meaning and Social Justice, 17(3), 24-29.

B.A., The City College of New York; M.Phil., Ph.D., The Graduate Center, CUNY.