Giorgio Bertini
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Category Archives: CHAT
Cultural-Historical Perspectives on Teacher Education and Development
Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification … Continue reading
From relational ontology to transformative activist stance on development and learning: expanding Vygotsky’s (CHAT) project
This paper offers steps towards overcoming current fragmentation within sociocultural approaches by expansively reconstructing a broad dialectical view on human development and learning (drawing on Vygotsky’s project) underwritten by ideology of social justice. The common foundation for sociocultural approaches is … Continue reading
Posted in Activity theory, CHAT, Critical pedagogy, Freire, Learning, Sociocultural, Vygotsky
Tagged sociocultural, vygotsky
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Use-Value and the Re-thinking of Skills, Learning and the Labour Process
Read Reviewing multiple traditions of social analysis of work, skill and knowledge this article seeks to renew the possibility for a critical, integrated approach. Contextualizing and then criticizing the ongoing ‘up-skilling/de-skilling impasse’, I offer discussion of several alternative conceptual resources … Continue reading
Posted in Activity, Activity theory, CHAT, Vygotsky
Tagged Activity theory, chat, labour process, vygotsky
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“Vygotsky’s Neglected Legacy” – Cultural-Historical Activity Theory
Read The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to … Continue reading
Posted in Activity, Activity theory, CHAT, Vygotsky
Tagged Activity theory, chat, vygotsky
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Cultural Identity and Literacy
Read In this article we offer both a conceptual and a methodological proposal for the study of cultural identity by cultural-historical psychology. First we will develop a conceptual framework in which we define acts of identification as a suitable unit … Continue reading
The Self in Cultural-Historical Activity Theory – Reclaiming the Unity of Social and Individual Dimensions of Human Development
This paper suggests a framework in which the importance of the individual dimension and agency can be reclaimed within a profoundly social and relational view of the self. Juxtaposed with recent research on the self, cultural-historical activity theory is discussed, … Continue reading
Posted in Activity theory, CHAT, Human development, Self, Vygotsky
Tagged Activity theory, human development, self, vygotsky
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The transformation of learning: advances in Cultural-Historical Activity Theory
Learning is a changing phenomenon, depending on the advances in theory and research. This book presents a relatively new approach to learning, based on meaningful human activities in cultural practices and in collaboration with others. It draws extensively from the … Continue reading
Posted in Activity theory, CHAT, Learning, Sociocultural, Vygotsky
Tagged Activity theory, Learning, vygotsky
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