The Transformation of Learning
Advances in Cultural-Historical Activity Theory

This book presents a theory of learning in cultural and historical contexts.

Bert van Oers (Edited by), Wim Wardekker (Edited by), Ed Elbers (Edited by), René van der Veer (Edited by)

9780521156981, Cambridge University Press

Paperback, published 9 August 2010

416 pages
22.9 x 15.2 x 2.4 cm, 0.61 kg

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.

1. Learning and learning theory from a cultural-historical point of view Bert van Oers
Part I. Tenets of Activity Theory: Introduction to Part I. Exploring Vygotsky's legacy: the meaning of mediation René van der Veer
2. Multiple readings of Vygotsky René van der Veer
3. Exploring the links between external and internal activity from a cultural-historical perspective Igor Arievich
4. Reflections on points of departure in the development of sociocultural and activity theory Harry Daniels
5. Language in cultural-historical perspective Peter E. Jones
6. The formation experiment in the age of hypermedia and distance learning Hartmut Giest
7. Constructivism and meaning construction Ronald Arendt
8. Subject, subjectivity, and development in cultural-historical psychology Fernando Luis González Rey
Part II. Identity, Diversity, and Inclusion: Introduction to Part II. Identity, diversity, and inclusion Wim Wardekker
9. Identity shifts in informal learning trajectories Anne Edwards and Lin Mackenzie
10. No human being is illegal: counteridentities in a community of undocumented Mexican immigrants and children Jocelyn Solis
11. Cultural identity and emigration: a study of the construction of discourse about identity from historical-cultural psychology Beatriz Macías Gómez Estern, Josué García Amián and José Antonio Sánchez Medina
12. Diversity in the construction of modes of collaboration in multiethnic classrooms: continuity and discontinuity of cultural scripts Mariëtte de Haan and Ed Elbers
13. 'Discourse' in cultural-historical perspective: critical discourse analysis, CHAT, and the study of social change Chik Collins
14. Reason and dialogue in education Rupert Wegerif
Part III. Dynamics of Activity and the Variations of Learning: Introduction to Part III. Learning in social settings: challenges for sociocultural and activity theory Ed Elbers
15. Children's learning through participation in institutional practice: a model from the perspective of cultural-historical psychology Mariane Hedegaard
16. Dialogue for reasoning: promoting exploratory talk and problem solving in the primary classroom Sylvia Rojas-Drummond, Laura Gómez and Maricela Vélez
17. What kinds of tools and resources are made available to students through effective guidance in a student-scientist partnership program? Jrène Rahm, Wendy Naughton and John C. Moore
18. Girls on the sidelines: 'gendered' development in early childhood classrooms Sonja de Groot Kim
19. Inscripting predicates: dealing with meanings in play Bert van Oers
20. Pretend play and preschoolers Ricardo Ottoni Vaz Japiassu.

Subject Areas: Educational psychology [JNC], Philosophy & theory of education [JNA]