The Bloomsbury Handbook of Cultural Historical Research in Education and Learning

Autorentext

Patricia Martínez-Álvarez is Associate Professor of Bilingual/Bicultural Education at Teachers College, Columbia University, USA.
Monica Ferreira Lemos is Post-doctoral Researcher in Education at the University of Helsinki, Finland.
Jaakko Hilppö is University Lecturer in Early Childhood Education and Care at the University of Helsinki, Finland.
José W. Meléndez is Associate Professor in the School of Planning, Public Policy, and Management at the University of Oregon, USA.
Peter Hick is Professor of Inclusive Education at Edge Hill University, UK.
Megan E. Lynch is Assistant Professor of Curriculum & Instruction at Boise State University, USA.

Klappentext

This Handbook maps out research conducted with the cultural historical framework, including cultural historical activity theory, within the field of education. It demonstrates the theoretical and conceptual depth, methodological rigor, and creativity as well as the practical impact that Cultural Historical research has had across educational research with a focus on aspects of equity and justice that can be advanced through a cultural historical theory lens in both formal and informal learning contexts. Written by academics and practitioners based in Australia, Brazil, Canada, Chile, China, Finland, France, Iceland, Nepal, Russia, South Africa, Spain, the UK and the USA, the handbook has three parts covering the foundations and theory of cultural historical research, it's methods and methodologies and how it has been applied around the world.

Inhalt

Foreword by Michael Cole
1. Introduction: Overcoming Injustices Through Education and Learning with Cultural Historical Research, (Jaakko A. Hilppö, University of Helsinki, Helsinki, Finland; Patricia Martínez-Álvarez, Teachers College, Columbia University, USA; Monica Lemos, University of Helsinki, Helsinki, Finland; José W. Meléndez, University of Oregon, Eugene, USA; Peter Hick, Edge Hill University, Ormskirk, United Kingdom; and Megan E. Lynch, Boise State University, Boise, Idaho)
Section I: Foundations and Theory
2. Introduction: Foundations and Theory in Cultural Historical Research, (Megan E. Lynch, Boise State University, Boise, Idaho; and Patricia Martínez-Álvarez, Teachers College, Columbia University, USA)
3. Politicizing Cultural-Historical Theory: Drawing on Solidarity in Activist-Transformative Self-and-World-Corealizing, (Anna Stetsenko, Brooklyn College, CUNY, Brooklyn, USA)
4. Activity Theory and Transformative Agency by Double Stimulation in Institutional Contexts, (Felipe Sanches Lopez and Cristiano Rodrigues de Mattos, Federal University of São Carlos, São Carlos, Brazil)
5. Enacted Utopias: An Activity Theoretical Construct of Learning and Agency beyond Classic Utopianism, (Annalisa Sannino, Tampere University, Tampere, Finland; Mattia Favaretto, Free University of Bozen-Bolzano, Bolzano, Italy; Marco Antonio Pereira Querol, Federal University of Sergipe, São Cristovão, Brazil; and Ge Wei, College of Elementary Education, Capital Normal University, Beijing, China)
6. Hybrid Psychological Agents and Hybrid Contexts of Activity: Cultural-Historical Praxis for Socio-Educational Transformation through Music, (Beatriz Macías-Gómez-Estern, Universidad Pablo de Olavide, Seville, Spain)
7. Defectology: The Stone Rejected by the Builder becomes the Cornerstone of a New Construct, (Peter Smagorinsky, University of Georgia, Athens, USA)
8. Theoretical Heteroglossia and New Research Stories: Theorizing-and-Braiding Toward an Indigenized Methodological Framework For Research in Coloniality and Communities of Dominated Peoples, (Socorro Orozco, Carlos Tejeda and Amy Tien, California State University, Los Angeles, Los Angeles, USA)
Section II: Methodology and Method
9. Methodology and Methods in Cultural Historical Research: Foundations in Motion, Method as Praxis, and Research in Times of Persistent Injustice, (Monica Lemos, University of Helsinki, Helsinki, Finland; and Peter Hick, Edge Hill University, Ormskirk, United Kingdom)
10. What Can School Give? Empowering Students to Take Ownership of Their Own Learning, (Pauliina Rantavuori, Tampere University, Tampere, Finland; and Yrjö Engeström, University of Helsinki, Helsinki, Finland)
11. Community Workshops as a Method of Tackling Digital Inequities, (Virpi Lund, Laurea University of Applied Sciences, Vantaa, Finland; and Soile Juujärvi, Laurea University of Applied Sciences, Vantaa, Finland and University of Helsinki, Helsinki, Finland)
12. From Proficiency to Possibility: Expansive Learning Through a CHAT Formative Intervention, (Kathryn N. Rusnak, Purdue University, West Lafayette, USA)
13. Expanding Cultural-Historical Research Through Speculative Youth Participatory Action Research (YPAR): Excerpts from Refugee Youth Identifying and Addressing Linguistic Racism in British Columbia, (Natacha Monestel Mora and Jennifer A. Vadeboncoeur, University of British Columbia, Vancouver, Canada)
14. Playworlds as a Form of Romantic Science: Participatory Design Research with Young Children, Their Teachers, Artists, and Imaginary Characters, (Anna Pauliina Rainio, University of Helsinki, Helsinki, Finland; Beth Ferholt and Dimitris Antoine Alexakos, Brooklyn College, CUNY, Brooklyn, USA)
15. Haintology and Haintery: Story, Memory, and Cultural Historical Inquiry in Education, (Lisa Marie Westbrooks, Wayne State University, Detroit, USA)
16. Nosotras Contamos: Methodological Perspectives of Educational Research in Contexts of Exclusion, (Eliana Bussi, Universitat Oberta de Catalunya, Barcelona, Spain; Yanina Carpentieri, Sofia Dafunchio and Silvia Grinberg, Universidad Nacional de General San Martín, San Martín, Argentina; and Alfredo Jornet, Universitat de Girona, Girona, Spain)
17. Engaged Research as Collective Activity: Confronting Ethical-Political Suffering through Brincadas, (Fernanda Coelho Liberali, Pontifícia Universidade Católica de São Paulo, São Paulo, Brazil)
18. Introduction: Arena of Application: An Ocean of Political Imaginaries of Citizenship, (José W. Meléndez, University of Oregon, Eugene, USA)
19. Envisioning Possible Futures through a Prolepsis Lens: Toward Intersectional Justice for Multilingual Learners with and without Disabilities, (Dosun Ko, Santa Clara University, Santa Clara, USA; Minhye Son, California State University, Dominguez Hills, Carson, USA; and Yehyang Lee, Syracuse University, Syracuse, USA)
20. Disabled Children in Icelandic Preschools: Advancing Social Justice by Developing Relational Practices, (Jóna Guðbjörg Ingólfsdóttir and Þuríður Jóna Jóhannsdóttir, University of Iceland, Reykjavík, Iceland)
21. Tools of the Mind: A Vygotskian-based Alternative to "The Pedagogy of Poverty", (Elena Bodrova, Metropolitan State University of Denver, Denver, USA; and Deborah J. Leong, Tools of the Mind, Inc., Shirley, MA, USA and Metropolitan State University of Denver, Denver, CO, USA)
22. Education as a Social Justice Endeavour: Towards an Inclusive Pedagogy in Schooling in the Teach-Assess-Teach (TAT) Model, (Joanne Hardman, University of Cape Town, South Africa and Lomonosov Moscow State University, Moscow, Russia)
23. Revisiting, Rewriting, and Reimagining Education Across Spatial and Temporal Systems, (Na Lor, Teachers College, Columbia University, USA; Taucia Gonzalez, University of Arizona, Tucson, USA; Mariana Pacheco, University of Wisconsin-Madison, Madison, USA; Kate Roberts, Metropolitan State University, St. Paul, USA; and Joan Hong, University of Maryland, College Park, USA)
24. Connecting Cultural-Historical Activity Theory with Indigenous Knowledges to Decolonise Pedagogy, *(Nick Hopwood, School of International Studies and Education, University of Technology Sydney, Syd…