This book's innovative transformative stance revives the critical-activist gist of Vygotsky's project to move beyond theoretical-ideological canons in addressing the crisis of inequality.
This book's innovative transformative stance revives the critical-activist gist of Vygotsky's project to move beyond theoretical-ideological canons in addressing the crisis of inequality.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Anna Stetsenko is recognized for contributions to sociocultural and activity theories around the world. Rooted in Vygotsky's project, she has worked to advance it across several decades and international contexts bringing in experiences of teaching and researching in leading universities and research centers in the US, Germany, Switzerland, Austria, and Russia. She is widely published, in several languages, and is a sought-out speaker at many large international conferences. With her interdisciplinary expertise in psychology, philosophy and education, and an international background, her writing cuts across many fields and connects cutting edge developments and insights from a variety of frameworks.
Inhaltsangabe
Introduction: setting the stage: the paradox of continuity versus change Part I: 1. Charting the agenda: from adaptation to transformation 2. Situating theory: the charges and challenges of theorizing activism Part II: 3. Vygotsky's project: methodology as the philosophy of method 4. Vygotsky's project: relational ontology 5. Vygotsky's project: from relational ontology to transformative worldview Part III: 6. Transformative activist stance: ontology 7. Transformative activist stance: agency 8. Transformative activist stance: encountering the future through commitment to change Part IV: 9. The mind that matters 10. Illustration: memory and anticipation of the future 11. Implications for education: teaching-learning and development as activist projects Concluding remarks: toward democracy and pedagogy of daring Bibliography Appendices.
Introduction: setting the stage: the paradox of continuity versus change Part I: 1. Charting the agenda: from adaptation to transformation 2. Situating theory: the charges and challenges of theorizing activism Part II: 3. Vygotsky's project: methodology as the philosophy of method 4. Vygotsky's project: relational ontology 5. Vygotsky's project: from relational ontology to transformative worldview Part III: 6. Transformative activist stance: ontology 7. Transformative activist stance: agency 8. Transformative activist stance: encountering the future through commitment to change Part IV: 9. The mind that matters 10. Illustration: memory and anticipation of the future 11. Implications for education: teaching-learning and development as activist projects Concluding remarks: toward democracy and pedagogy of daring Bibliography Appendices.
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