A Cultural-Historical Approach Towards Pedagogical Transitions PDF Download
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Author: Joanne Hardman
Publisher: Bloomsbury Publishing
ISBN: 1350164712
Category : Education
Languages : en
Pages : 241
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Book Description
This book investigates pedagogical change across curricula and political transitions in the South African context, from 1994 to today. Tracing pedagogical transitions from post-apartheid to the demands of the 21st century, the book seeks to develop a novel approach to pedagogy that can meet the needs of students today. Adopting a cultural-historical lens, Hardman analyses the contradictions that arise due to transitions in the curriculum and describes the current state of teaching in primary schools in South Africa by focusing on how teachers teach scientific concepts. She goes on to examine the transitions from children's indigenous science/maths understanding to school science/maths understanding, developing a pedagogy that can transform the learning of mathematics and science in developing contexts. Building on theories from Vygotsky, Davydov, Feuerstein, Freire, Bruner and Hedegaard, Hardman develops a new and inclusive, decolonial pedagogical approach that can meet the needs of a multicultural and multilingual contexts around the world.
Author: Joanne Hardman
Publisher: Bloomsbury Publishing
ISBN: 1350164712
Category : Education
Languages : en
Pages : 241
Get Book Here
Book Description
This book investigates pedagogical change across curricula and political transitions in the South African context, from 1994 to today. Tracing pedagogical transitions from post-apartheid to the demands of the 21st century, the book seeks to develop a novel approach to pedagogy that can meet the needs of students today. Adopting a cultural-historical lens, Hardman analyses the contradictions that arise due to transitions in the curriculum and describes the current state of teaching in primary schools in South Africa by focusing on how teachers teach scientific concepts. She goes on to examine the transitions from children's indigenous science/maths understanding to school science/maths understanding, developing a pedagogy that can transform the learning of mathematics and science in developing contexts. Building on theories from Vygotsky, Davydov, Feuerstein, Freire, Bruner and Hedegaard, Hardman develops a new and inclusive, decolonial pedagogical approach that can meet the needs of a multicultural and multilingual contexts around the world.
Author: Donald Hugh Parkerson
Publisher: Psychology Press
ISBN: 9780815338253
Category : Education
Languages : en
Pages : 300
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Book Description
First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Nikolai Veresov
Publisher: Springer Nature
ISBN: 9819706920
Category :
Languages : en
Pages : 199
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Book Description
Author: Marilyn Fleer
Publisher: Bloomsbury Publishing
ISBN: 1350199435
Category : Education
Languages : en
Pages : 241
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Book Description
This book uses the concept of exploration as a way of understanding transitions in children between the ages of 5 to 18 years old. Written by an international group of scholars from Australia, Brazil, China, Denmark, Finland, Greenland, India, Norway and the UK, the chapters offer a diverse set of case studies. The topics and themes covered include transitions in outdoor playtime, the transition to daycare, compassion in kindergarten, learning with fathers, transitions of Chinese traditional culture and disability. The chapters are organised into two parts, the first part covering macro transitions and the second covering micro-genetic transitions. The contributors show how both macro and micro-genetic transitions influence children's everyday lives, and how these different transitions open up new possibilities for play, learning and development. The contributors draw on Vygotsky's cultural historical theory and the understanding that children's cultural formation takes form in a dialectic relation between children's interests and motives and the institutional settings they participate in.
Author: Mariane Hedegaard
Publisher: Bloomsbury Publishing
ISBN: 1350021474
Category : Social Science
Languages : en
Pages : 272
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Book Description
Written by a team of international contributors and featuring case studies from a range of educational settings in Australia, Denmark, Spain, Sweden, and the USA, this edited book is the first in the field of early childhood and youth studies to draw on Vygotsky's cultural-historical theory to give insights into transitions in childhood, what they are and how they are differently experienced. Transitions are explored holistically so the chapters not only focus on the person transitioning but also the institutions in which the person is transitioning from and to, with a focus on schools and daycare. The contributors look at how societal values and policies impact these transitions and comparison are drawn between international settings. The book includes chapters on expatriate families, immigrant children, home-school transitions, the role of play and communities. Through interviews, case studies and the analysis of empirical material from fieldwork, Children's Transitions in Everyday Life and Institutions reflects on the best ways to engage children so that they may emerge as competent actors in their new settings and transition well.
Author: Guido Benvenuto
Publisher: Sapienza Università Editrice
ISBN: 8893771969
Category : Education
Languages : en
Pages : 192
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Book Description
The Proceedings of the International Conference on “Historical-Cultural Theory: studies and research” are published in this volume. The event, supported by a grant from the Sapienza, University of Rome, took place at the Rectorat, Aula Organi Collegiali, on February the 25th, 2020, on organization by G. Benvenuto and M.S. Veggetti. The invited speakers are among the most representative scholars and interpreters of Vygotskian thought at the national and international level. They are representative of different prestigious universities: Moscow State University for Psychology and Education; University of Sevilla, Spain; La Habana, Cuba; University of Florence, Italy; Sapienza, University of Rome; University of Arcavacata di Rende (CS), followers of the Historical-cultural trend in Psychology and/or the Activity Theory Approach - by L.S.Vygotskij, A.R. Lurija, A.N.Leont’ev, V.V.Davydov, V.V.Rubtzov. They are actually involved in research expanding a multicultural approach to psycho-pedagogical development and learning. Main purpose: revisit the Historical-cultural and Activity Approaches to face the XXI century’s new educational and instructional needs. Consequently, the issues present further developments of the psycho-pedagogical approaches in different countries in the frame of internationalization and joint cooperation.
Author: Pernille Hviid
Publisher: Springer Nature
ISBN: 3030284123
Category : Education
Languages : en
Pages : 273
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Book Description
In a world where the global engagement and international dialogue intensifies, some areas of cultivated knowledge suffer from this dialogue and this has consequences for people and communities. We propose education to be such a case. The global dialogue in education tends to be restricted to and mediated by standardized measurements. Such standards are meant to measure qualities of education and of student behavior and create the sought for condition for normative comparability and competition. The obvious drawback is that cultural variability – in local living as well as in education – is rendered irrelevant. Are there alternatives? The book insists on maintaining the discussion about education on a global level, but rather than moving towards homogenization and standardization of education, the attention is drawn towards the potential for learning from creative fits - and misfits - between concrete local cultures, institutional practices and global aims and standards of education. This work brings together a group of educational and developmental researchers and scholars grappling to find culturally informed and sensitive modes of educating people and communities. Case studies and examples from four geographical contexts are being discussed: China, Brazil, Australia and Europe. While being embedded in these local cultures, the authors share a conceptual grounding in cultural developmental theorizing and a vision for a culturally informed globalized perspective on education. As the theme of the book is learning from each other, the volume also includes commentaries from leading scholars in the field of cultural psychology and education.
Author: Mariane Hedegaard
Publisher: Cambridge University Press
ISBN: 1107355303
Category : Psychology
Languages : en
Pages : 241
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Book Description
This book explores the dynamics in children's everyday lives as they move between school and the family, with particular consideration of how children's motives change in response to new challenges. Professors Mariane Hedegaard and Marilyn Fleer follow four children, two from Australia and two from Denmark, over a twelve-month period. Using these case studies, they show how children's everyday activities, play, and the demands of both family and educational contexts influence their learning and development. The authors contribute to a sociocultural theory formulation that includes the child's perspective in cultural historical contexts. Their approach yields insights that transcend specific nationalities, cultures, and socioeconomic situations. The analysis shows not just how children's family life shapes their experiences in school, but how schools influence and shape their lives at home.
Author: Esme Capp
Publisher:
ISBN:
Category :
Languages : en
Pages : 1130
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Book Description
This thesis has analysed how a community of learners in an educational institution enacted a contextual, participative model of pedagogical reform within a government primary school in Melbourne, Australia. I examined how participants developed a community of pedagogical practice, considering the elements of this practice and the ideal conditions that created and sustained the practice. I theorised the practice through analysing the working conditions and the interaction of the pedagogical practices including: the relationships of the participants; the participation structures within the school; the purpose and intent of the programs and organisation of the school; the relationship between the children's lives and the school curriculum; the motives of the children to engage in the school culture, and the development of the children within the social context of their peers. The findings identified the dialectical relations between the theoretical beliefs and pedagogical practices and also how the children, parents and teachers were 'transformed through participation' at the school.The objectives and research questions of the study were underpinned by cultural-historical theory. The study's interpretive research paradigm was centred on relativist ontology, a socio-cultural epistemology and a participative and collaborative methodology involving full participation of myself the researcher in the activities of the researched community. Qualitative research methods included, case study and practice developing research. The research was situated in the context of the activity that facilitated development of representations of that world and an interpretation of the findings in terms of the actions enacted by the participants, using a perspective based on cultural-historical theory. The data analysis process involved use of Rogoff's (2003) socio-cultural analysis of humanxxactivity with its three foci of analysis, the personal (participation), interpersonal (collaboration) and institutional (community, context).The essence of the findings was that the whole is not a matter of the sum of its parts, rather the elements of the community of practice and an interplay of concepts together create their own properties and functions that I have termed, 'Collective inquiry'. Through analysis, the model developed outlined the theoretical understandings of the interactions of the participants, organisational structures of the institution and the dialectic of transformational learning and development of the individual and the culture. The model of inquiry acts as a research approach enabling agency for all participants within the wholistic dialectical system of 'Collective Inquiry' resulting in the growth of knowledge and the person. This research also involved the description of other integrated newly identified elements within "Collective Inquiry' defined as: 'co creating curriculum', 'contextual cultural research', 'imitation through teachers and children engaging with experts', 'mental construct of learning to learn', 'motives - play, learning and social (Years Prep -Six)','reciprocal positioning (Kravtsova 2008a)- above, below and beside by both student and teacher' and 'theoretical knowledge built from narrative and empirical knowledge within inquiry'. These findings together have developed a cultural historical methodology for educational reform.
Author: Pernille Juhl
Publisher: Bloomsbury Publishing
ISBN: 1350188301
Category : Education
Languages : en
Pages : 241
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Book Description
This book presents new ethnographic research carried out with five children between one and five years old. It explores children's agency in relation to daily transitions across everyday life contexts such as home and day-care contexts. Based on this new research, Pernille Juhl shows how young children are active participants orientating in their everyday life transitions. She argues that we should understanding children as creative and transformative subjects co-creating together with co-participants such as parents, professionals and other children, the conditions under which they live. Juhl builds on theoretical work by Holzkamp, Stetsenko, Hedegaard and Vygotsky and covers a range of theoretical approaches and concepts in her analysis such as befindlichkeit, micromovements and embodied orientation. While the research was carried out in the Danish context, the broader theoretical discussions are relevant for early childhood contexts globally, with a focus on Europe and the USA.
