United by the belief that the most significant factor in shaping the minds of young people is the cultural setting in which learning takes place, the twenty eminent contributors to this volume present new thinking on education across the boundaries of school, home, work and community.
Tabella dei contenuti
List of Contributors vii
1 Introduction: Sociocultural Perspectives on the Future of Education 1
Gordon Wells and Guy Claxton
Part I Issues and Developments in Sociocultural Theory 19
2 Education for the Learning Age: A Sociocultural Approach to Learning to Learn 21
Guy Claxton
3 Becoming the Village: Education Across Lives 34
Jay L. Lemke
4 The Gift of Confidence: A Vygotskian View of Emotions 46
Holbrook Mahn and Vera John-Steiner
5 From Activity to Directivity: The Question of Involvement in Education 59
Pablo del Río and Amelia Álvarez
6 Sociocultural Perspectives on Assessment 73
Caroline Gipps
7 Teaching, Learning, and Development: A Post-Vygotskian Perspective 84
Anna Stetsenko and Igor Arievitch
Part II Pre-School and School-Age Learning and Development 97
8 Emerging Learning Narratives: A Perspective from Early Childhood Education 99
Margaret Carr
9 Semiotic Mediation and Mental Development in Pluralistic Societies: Some Implications for Tomorrow’s Schooling 112
Ruqaiya Hasan
10 Learning to Argue and Reason Through Discourse in Educational Settings 127
Clotilde Pontecorvo and Laura Sterponi
11 Developing Dialogues 141
Neil Mercer
12 Supporting Students’ Learning of Significant Mathematical Ideas 154
Paul Cobb and Kay Mc Clain
13A Developmental Teaching Approach to Schooling 167
Seth Chaiklin
14 Standards for Pedagogy: Research, Theory and Practice 181
Stephanie Stoll Dalton and Roland G. Tharp
Part III Post-Compulsory, Adult and Professional Learning 195
15 Inquiry as an Orientation for Learning, Teaching and Teacher Education 197
Gordon Wells
16 Can a School Community Learn to Master Its Own Future? An Activity-Theoretical Study of Expansive Learning Among Middle School Teachers 211
Yrjö Engeström, Ritva Engeström and Arja Suntio
17 Cultural Historical Activity Theory and the Expansion of Opportunities for Learning After School 225
Katherine Brown and Michael Cole
18 Building a Community of Educators versus Effecting Conceptual Change in Individual Students: Multicultural Education for Pre-service Teachers 239
Eugene Matusov and Renée Hayes
19 Organizing Excursions Into Specialist Discourse Communities: A Sociocultural Account of University Teaching 252
Andy Northedge
20 Afterword 265
Luis C. Moll
Bibliography 271
Index 297
Circa l’autore
Gordon Wells is Professor of Education at the University
of California at Santa Cruz.
Guy Claxton is Visiting Professor of Learning Science at
the University of Bristol.
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