Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry / Edition 1

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Overview

The authors in this collection use Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky's cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. Rather than seeking to provide definitive answers to social questions using Vygotsky's core principles, the authors wrestle with educational problems through the mediation of Vygotsky's theory. In doing so, they both sharpen their focus on the problems and speak back to Vygotsky, helping to extend the foundation of his work to address modern problems.
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Editorial Reviews

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"Set[s] a new agenda for literacy research." Harvard Educational Review
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Product Details

Table of Contents

In Memoriam
Contributors
1 Introduction: Constructing Meaning through Collaborative Inquiry 1
Pt. I Paradoxes in Vygotsky's Account of Development
2 Vygotsky's Two Minds on the Nature of Meaning 19
3 Creativity and Collaboration in Knowledge Construction 31
Pt. II Studies of Collaborative Inquiry
4 Dialogic Inquiry in Education: Building on the Legacy of Vygotsky 51
5 Consequential Progressions: Exploring Collective-Individual Development in a Bilingual Classroom 86
6 Linking Writing and Community Development through the Children's Forum 127
7 Synchronic and Diachronic Dimensions of Social Practice: An Emerging Methodology for Cultural-Historical Perspectives on Literacy Learning 150
8 Idiocultural Diversity in Small Groups: The Role of the Relational Framework in Collaborative Learning 165
9 Signifying in the Zone of Proximal Development 191
10 Teachers' Developing Philosophies on Literacy and Their Use in Urban Schools: A Vygotskian Perspective on Internal Activity and Teacher Change 226
11 Inspired by Vygotsky: Ethnographic Experiments in Education 256
Author Index 269
Subject Index 274
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