Teaching-learning and development as activist projects of historical becoming: Expanding vygotsky's approach to pedagogy

Pedagogies

Volumn 5, Issue 1, 2010, Pages 6-16

  Stetsenko, Anna ^a  

^a CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

Cultural tools; Education; Mediation; Pedagogy; Vygotsky

Indexed keywords

EID: 78449260012     PISSN: 1554480X     EISSN: 15544818     Source Type: Journal    
DOI: 10.1080/15544800903406266     Document Type: Article

References (13)

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11. Stetsenko, A., & Arievitch, I. M. (2002). Learning and development: Contributions from post-Vygotskian research. In G. Wells & G. Claxton (Eds.), Learning for life in the twenty-first century: Sociocultural perspectives on the future of education (pp. 84-97). London: Blackwell.
12. Stetsenko, A., & Arievitch, I. M. (2004a). Vygotskian collaborative project of social transformation: History, politics and practice in knowledge construction. The International Journal of Critical Psychology, 12(4), 58-80.
13. Stetsenko, A., & Arievitch, I. M. (2004b). The self in cultural historical activity theory: Reclaiming the unity of social and individual dimensions of human development. Theory and Psychology, 14, 475-503.