ERIC Number: ED523458
Record Type: Non-Journal
Publication Date: 2011
Reference Count: 0
Vygotsky in 21st Century Society: Advances in Cultural Historical Theory and Praxis with Non-Dominant Communities
Portes, Pedro R., Ed.; Salas, Spencer, Ed.
Peter Lang New York
"Vygotsky in Twenty-first Century Society" is an ensemble of novel perspectives about the legacy of Lev Vygotsky and Alexander Luria. The book illustrates how well the legacy of their work is being applied and continued in contemporary research, and how cultural historical theory has been constructed and re-constructed. Together, these collected essays inform a broader discussion of how a developmentally-oriented cultural paradigm can guide learning and teaching in social and educational policy and in group or individual counseling. Readers will find discussions of issues in human development that have previously been overlooked. This book is important and timely in addressing these issues and fault-lines, particularly for advancing both equity and scientific understandings. Contents of this book include: (1) Dynamics in the "Sabor" of Vygotsky (Joseph Glick); (2) The Path to Subjectivity: Advancing Alternative Understandings of Vygotsky and the Cultural Historical Legacy (Fernando Gonzalez Rey; (3) The Process of Producing Knowledge: Vygotsky Revisited (Guillermo Arias Beaton); (4) Cognitive Aspects of the Transition from a Traditional to a Modern Technological Society (Alex Kozulin); (5) Macro Cultural Psychology, the Psychology of Oppression, and Cultural-Psychological Enrichment (Carl Ratner); (6) Vygotsky's Significance in Advancing Counseling and Psychotherapy (Pedro R. Portes); (7) A Cultural-Historical Approach to Neuropsychological Treatment: Understanding Latino and Other Non-Dominant Groups (Jose Dergan); (8) Only Life Educates: Immigrant Families, the Cultivation of Biliteracy, and the Mobility of Knowledge (Luis C. Moll); (9) Computer-Mediated Learning and Young Latino/a Students' Developing Expertise (Carmen M. Martinez-Roldan and Peter Smagorinsky); (10) An Integrated Approach to the Study of Transitions as Learning Activity: Two Cases from Spanish Immersion Classrooms (Patricia Baquedano-Lopez, Ariana Mangual Figueroa and Sera Jean Hernandez); (11) Faculty Views of Underrepresented Students in Community College Settings: Cultural Models and Cultural Practices (Leticia Tomas Bustillos, Robert Rueda and Estela Mara Bensimon); (12) Praxis in Dis-coordination (Margaret Gallego and Olga A. Vasquez); and (13) Development of Latino Family-School Engagement Programs in U.S. Contexts: Enhancements to Cultural Historical Activity Theory Accounts (Richard Duran).
Descriptors: Expertise, Immersion Programs, Individual Counseling, Psychology, Psychotherapy, Educational Policy, Immigrants, Technological Advancement, Praxis, Constructivism (Learning), Critical Theory, Individual Development, Group Counseling, Learning Processes, Influence of Technology, Hispanic Americans, Minority Groups, Bilingualism, Literacy, Computer Mediated Communication, Electronic Learning, Teacher Attitudes, Disproportionate Representation, College Faculty, Community Colleges, Family Involvement, Spanish
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: firstname.lastname@example.org; Web site: http://www.peterlang.com
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A