The Transformation of Learning: Advances in Cultural-Historical Activity Theory

doi:10.1017/CBO9780511499937

The Transformation of Learning gives an overview of some significant advances of the cultural-historical activity theory, also known as CHAT in the educational domain. Developments are described with respect to both the theoretical framework and research. The book's main focus is on the evolution of the learning concept and school practices under the influence of cultural-historical activity theory. Activity theory has contributed to this transformation of views on learning, both conceptually and practically. It has provided us with a useful approach to the understanding of learning in cultural contexts.

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Contents

Frontmatter
pp i-iv
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Contents
pp v-viii
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List of Contributors
pp ix-xii
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Preface
pp xiii-xiv
- By Bert Van Oers, Professor of the cultural-historical theory of education, Free University in Amsterdam, Wim Wardekker, Assistant professor, Department of Theory and Research in Education, Free University in Amsterdam, Ed Elbers, Professor of communication, cognition, and culture Utrecht University, René van der Veer, Casimir Professor of the History of Education, Leiden University
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INTRODUCTION
pp 1-2
- By Bert Van Oers, Professor of the cultural-historical theory of education, Free University in Amsterdam, Wim Wardekker, Assistant professor, Department of Theory and Research in Education, Free University in Amsterdam, Ed Elbers, Professor of communication, cognition, and culture Utrecht University, René van der Veer, Casimir Professor of the History of Education, Leiden University
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1 - Learning and Learning Theory from a Cultural-Historical Point of View
pp 3-12
- By Bert Van Oers, Professor of the cultural-historical theory of education, Free University in Amsterdam
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SECTION ONE - TENETS OF ACTIVITY THEORY
pp 13-14
- By Bert Van Oers, Professor of the cultural-historical theory of education, Free University in Amsterdam, Wim Wardekker, Assistant professor, Department of Theory and Research in Education, Free University in Amsterdam, Ed Elbers, Professor of communication, cognition, and culture Utrecht University, René van der Veer, Casimir Professor of the History of Education, Leiden University
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Introduction to Section One: Exploring Vygotsky's Legacy: The Meaning of Mediation
pp 15-19
- By René Van Der Veer, Faculty of Social and Behavioral Sciences, Leiden University, The Netherlands
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2 - Multiple Readings of Vygotsky
pp 20-37
- By René Van Der Veer, Faculty of Social and Behavioral Sciences, Child and Education Studies, Leiden University, The Netherlands
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3 - Exploring the Links between External and Internal Activity from a Cultural-Historical Perspective
pp 38-57
- By Igor M. Arievitch, College of Staten Island, City University of New York, United States
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4 - Reflections on Points of Departure in the Development of Sociocultural and Activity Theory
pp 58-75
- By Harry Daniels, Department of Education, University of Bath, United Kingdom
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5 - Language in Cultural-Historical Perspective
pp 76-99
- By Peter E. Jones, Department of Communication and Media, Sheffield Hallam University, Sheffield, United Kingdom
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6 - The Formation Experiment in the Age of Hypermedia and Distance Learning
pp 100-126
- By Hartmut Giest, Institute of Primary School Education, University of Potsdam, Germany
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7 - Constructivism and Meaning Construction
pp 127-136
- By Ronald Arendt, Institute of Psychology, State University of Rio de Janeiro, Brazil
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8 - Subject, Subjectivity, and Development in Cultural-Historical Psychology
pp 137-154
- By Fernando Luis González Rey, Pontificia Universidade Católica de Campinas, Brazil
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SECTION TWO - IDENTITY, DIVERSITY, AND INCLUSION
pp 155-156
- By Bert Van Oers, Professor of the cultural-historical theory of education, Free University in Amsterdam, Wim Wardekker, Assistant professor, Department of Theory and Research in Education, Free University in Amsterdam, Ed Elbers, Professor of communication, cognition, and culture Utrecht University, René van der Veer, Casimir Professor of the History of Education, Leiden University
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Introduction to Section Two: Identity, Diversity, and Inclusion
pp 157-162
- By Wim Wardekker, Department of Theory and Research in Education, Faculty of Psychology and Education, Free University, Amsterdam, The Netherlands
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9 - Identity Shifts in Informal Learning Trajectories
pp 163-181
- By Anne Edwards, Department of Educational Studies, University of Oxford, United Kingdom, Lin Mackenzie, Centre for Sociocultural and Activity Theory Research, School of Education, University of Birmingham, United Kingdom
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10 - No Human Being Is Illegal: Counteridentities in a Community of Undocumented Mexican Immigrants and Children
pp 182-200
- By Jocelyn Solis, Developmental Psychology, CUNY Graduate Center, and School of Education, Brooklyn College, City University of New York, United States
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11 - Cultural Identity and Emigration: A Study of the Construction of Discourse about Identity from Historical-Cultural Psychology
pp 201-218
- By Beatriz Macías Gómez Estern, Universidad Pablo de Olavide, Sevilla, Spain, Josué García Amián, Universidad Pablo de Olavide, Sevilla, Spain, José Antonio Sánchez Medina, Universidad Pablo de Olavide, Sevilla, Spain
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12 - Diversity in the Construction of Modes of Collaboration in Multiethnic Classrooms: Continuity and Discontinuity of Cultural Scripts
pp 219-241
- By Mariëtte De Haan, Department of Pedagogical and Educational Sciences, Faculty of Social Sciences, Utrecht University, The Netherlands, Ed Elbers, Professor of communication, cognition Culture at Utrecht University
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13 - “Discourse” in Cultural-Historical Perspective: Critical Discourse Analysis, CHAT, and the Study of Social Change
pp 242-272
- By Chik Collins, School of Social Sciences, University of Paisley, Scotland
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14 - Reason and Dialogue in Education
pp 273-286
- By Rupert Wegerif, School of Education, University of Exeter, United Kingdom; formerly at the Centre for Language and Communications, Faculty of Education and Language Studies, Open University, United Kingdom
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SECTION THREE - DYNAMICS OF ACTIVITY AND THE VARIATIONS OF LEARNING
pp 287-288
- By Bert Van Oers, Professor of the cultural-historical theory of education, Free University in Amsterdam, Wim Wardekker, Assistant professor, Department of Theory and Research in Education, Free University in Amsterdam, Ed Elbers, Professor of communication, cognition, and culture Utrecht University, René van der Veer, Casimir Professor of the History of Education, Leiden University
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Introduction to Section Three: Learning in Social Settings: Challenges for Sociocultural and Activity Theory
pp 289-293
- By Ed Elbers, Department of Pedagogical and Educational Sciences, Faculty of Social Sciences, Utrecht University, The Netherlands
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15 - Children's Learning through Participation in Institutional Practice: A Model from the Perspective of Cultural-Historical Psychology
pp 294-318
- By Mariane Hedegaard, Department of Psychology, University of Copenhagen, Denmark
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16 - Dialogue for Reasoning: Promoting Exploratory Talk and Problem Solving in the Primary Classroom
pp 319-341
- By Sylvia Rojas-Drummond, Faculty of Psychology Universidad Nacional Autónoma de México, Mexico City, Mexico, Laura Gómez, Faculty of Psychology Universidad Nacional Autónoma de México, Mexico City, Mexico, Maricela Vélez, National Pedagogical University, Tlalpan, Mexico
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17 - What Kinds of Tools and Resources Are Made Available to Students through Effective Guidance in a Student-Scientist Partnership Program?
pp 342-357
- By Jrène Rahm, Université de Montréal, Faculté des Sciences de l'Êducation, Montréal, Québec, Canada, Wendy Naughton, Instructor of Chemistry, Minneapolis Community and Technical College, Minneapolis, Minnesota, United States, John C. Moore, Mathematics and Science Teaching Institute, University of Northern Colorado, Greeley, Colorado, United States
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18 - Girls on the Sidelines: “Gendered” Development in Early Childhood Classrooms
pp 358-369
- By Sonja De Groot Kim, Kean University, Union, New Jersey, United States
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19 - Inscripting Predicates: Dealing with Meanings in Play
pp 370-379
- By Bert Van Oers, Department of Theory and Research in Education, Faculty of Psychology and Education, Free University, Amsterdam, The Netherlands
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The Transformation of Learning

Advances in Cultural-Historical Activity Theory

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Contents

Frontmatter
pp i-iv

Contents
pp v-viii

List of Contributors
pp ix-xii

Preface
pp xiii-xiv

INTRODUCTION
pp 1-2

1 - Learning and Learning Theory from a Cultural-Historical Point of View
pp 3-12

SECTION ONE - TENETS OF ACTIVITY THEORY
pp 13-14

Introduction to Section One: Exploring Vygotsky's Legacy: The Meaning of Mediation
pp 15-19

2 - Multiple Readings of Vygotsky
pp 20-37

3 - Exploring the Links between External and Internal Activity from a Cultural-Historical Perspective
pp 38-57

4 - Reflections on Points of Departure in the Development of Sociocultural and Activity Theory
pp 58-75

5 - Language in Cultural-Historical Perspective
pp 76-99

6 - The Formation Experiment in the Age of Hypermedia and Distance Learning
pp 100-126

7 - Constructivism and Meaning Construction
pp 127-136

8 - Subject, Subjectivity, and Development in Cultural-Historical Psychology
pp 137-154

SECTION TWO - IDENTITY, DIVERSITY, AND INCLUSION
pp 155-156

Introduction to Section Two: Identity, Diversity, and Inclusion
pp 157-162

9 - Identity Shifts in Informal Learning Trajectories
pp 163-181

10 - No Human Being Is Illegal: Counteridentities in a Community of Undocumented Mexican Immigrants and Children
pp 182-200

11 - Cultural Identity and Emigration: A Study of the Construction of Discourse about Identity from Historical-Cultural Psychology
pp 201-218

12 - Diversity in the Construction of Modes of Collaboration in Multiethnic Classrooms: Continuity and Discontinuity of Cultural Scripts
pp 219-241

13 - “Discourse” in Cultural-Historical Perspective: Critical Discourse Analysis, CHAT, and the Study of Social Change
pp 242-272

14 - Reason and Dialogue in Education
pp 273-286

SECTION THREE - DYNAMICS OF ACTIVITY AND THE VARIATIONS OF LEARNING
pp 287-288

Introduction to Section Three: Learning in Social Settings: Challenges for Sociocultural and Activity Theory
pp 289-293

15 - Children's Learning through Participation in Institutional Practice: A Model from the Perspective of Cultural-Historical Psychology
pp 294-318

16 - Dialogue for Reasoning: Promoting Exploratory Talk and Problem Solving in the Primary Classroom
pp 319-341

17 - What Kinds of Tools and Resources Are Made Available to Students through Effective Guidance in a Student-Scientist Partnership Program?
pp 342-357

18 - Girls on the Sidelines: “Gendered” Development in Early Childhood Classrooms
pp 358-369

19 - Inscripting Predicates: Dealing with Meanings in Play
pp 370-379

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The Transformation of Learning

Advances in Cultural-Historical Activity Theory

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