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In this book Peter Smagorinsky reconsiders his many publications employing Vygotsky’s theory of culturally-mediated human development and applies them, through a unified and coherent series of chapters, to literacy research. This exploration takes previously-published work and incorporates it into a new and sustained argument regarding the application of Vygotsky’s ideas to current questions regarding the nature of literacy and how to investigate it as a cultural phenomenon that contributes to human growth in social context. To conduct this inquiry, Smagorinsky first provides an overview that contextualizes Vygotsky both in his own time and in efforts to extrapolate from his Soviet origins to the 21st Century world. This consideration includes attention to the current context for literacy studies. He then reviews current conceptions of literacy in the realms of reading, writing, and additional tool use, grounding each in a Vygotskian perspective. The book’s final chapters take a critical look at both research method and the writing of research reports, taking into account both research and research reports as social constructions based in disciplinary practices. On the whole, this volume makes an important contribution to Vygotskian studies and literacy research through the author’s careful alignment between theory and practice.
This book provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky. A concise introduction to Vygotsky’s original thesis and discussions on his approach to research methods is given; this is followed by an exploration of the research practices which have arisen in fields developed on the basis of his original thesis. These include: Socio-cultural studies with a focus on mediated action; Distributed Cognition, Situated Cognition and Activity Theory. To aid understanding, chapters devoted to each area will provide excellent accounts of specific studies which illustrate the underlying methodological principles and the specific methods which are being deployed. In each case assumptions and limitations are discussed. The book concludes with some proposals for future developments at both methodological and conceptual levels.
Building on earlier publications by Harry Daniels, Vygotsky and Sociology provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky and sociologists whose work echoes his sociogenetic commitments, particularly Basil Bernstein. It provides a variety of views on the ways in which these two, conceptually linked, bodies of work can be brought together in theoretical frameworks which give new possibilities for empirical work. This book has two aims. First, to expand and enrich the Vygotskian theoretical framework; second, to illustrate the utility of such enhanced sociological imaginations and how they may be of value in researching learning in institutions and classrooms. It includes contributions from long-established writers in education, psychology and sociology, as well as relatively recent contributors to the theoretical debates and the body of research to which it has given rise, presenting their own arguments and justifications for forging links between particular theoretical traditions and, in some cases, applying new insights to obdurate empirical questions. Chapters include: Curriculum and pedagogy in the sociology of education; some lessons from comparing Durkheim and Vygotsky Dialectics, politics and contemporary cultural-historical research, exemplified through Marx and Vygotsky Sixth sense, second nature and other cultural ways of making sense of our surroundings: Vygotsky, Bernstein, and the languaged body Negotiating pedagogic dilemmas in non-traditional educational contexts Boys, skills and class: educational failure or community survival? Insights from Vygotsky and Bernstein. Vygotsky and Sociology is an essential text for students and academics in the social sciences (particularly sociology and psychology), student teachers, teacher educators and researchers as well as educational professionals.
This text presents a Vygotskian perspective on children’s and adults’ symbolic engagement in play, multi-modal meaning making, and the arts. Psychologists, artists, and educators present research and practice in a variety of learning environments through the lens of Vygotsky’s cultural historical theory. The connections between creative expression, learning, teaching, and development are situated in a theoretical framework that emphasizes the social origins of individual development and the arts. The authors share a view of learning as an imaginative process rooted in our common need to communicate and transform individual experience through the cultural lifelines of the arts. This book is suitable for readers or courses in the following areas: art and aesthetics; art education; art therapy; cultural historical activity theory; communication; creativity studies; early childhood education; education; educational perspectives; educational psychology; emotional development; cultural and societal foundations; language, literacy, and sociocultural studies; learning and development; mental health and catharsis; multiliteracies; multimodal meaning making; play; play therapy; psychology; semiotics; social construction of meaning; trauma, resilience, and therapeutic processes and practices; and Vygotskian approaches to psychology.
"This book falls into three parts: a biological sketch of Vygotsky, an outline of his principal tenets, and Wertsch's own attempt to bring them up to date. His scholarship is exemplary: the book is the most detailed account in English of its subject's life and work. It will be welcomed by cognitive psychologists and students of development."--Page N. Johnson-Laird, Times Literary Supplement.
This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education.

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