Revisiting Vygotsky for Social Change
Bringing Together Theory and Practice
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Dedication
- Contents
- List of Figures and Tables
- (Post)Critical Global Studies: A Note from the Series Editors
- Introduction
- 1. Reconstructing the Fundamental Ideas of Vygotsky’s Theory in the Contemporary Social and Scientific Context
- 2. Radical-Transformative Agency: Developing a Transformative Activist Stance on a Marxist-Vygotskyan Foundation
- 3. Building Agency for Social Change
- 4. Toward a Vygotskian Perspective on Transformative Agency for Social Change
- 5. Vygotsky on the Margins
- 6. Mediation in Neo-Vygotskian Terms: Rethinking School Mediated Practices from a Social Architectonic Perspective
- 7. Vygotsky, Signs and Language: Critical Observations
- 8. Identity as a Sociocultural Phenomenon: The Dialectics of Belonging, Being and Becoming
- 9. The Method in Vygotsky: Social Compensation to Achieve Higher Psychological Functions and Social Changes
- 10. Totality, Historicity, Mediation and Contradiction: Essential Categories for the Analytic Movement in Research in Education
- 11. Imagination and Emotion as the Basis of Social Transformation
- 12. The Challenges of the Reception of Vygotsky’s Theory in View of Missing Revolutionary Changes
- Instead of an Epilogue. “We Are on Fire”: Crisis as Turning Point, Vygotsky and Social Change
- Contributors
- Index
Revisiting Vygotsky
for Social Change
Bringing Together
Theory and Practice
Adolfo Tanzi Neto, Fernanda Liberali
& Manolis Dafermos, Editors
Library of Congress Cataloging-in-Publication Data
Names: Tanzi Neto, Adolfo, editor. | Liberali, Fernanda, editor. |
Dafermos, Manolis, editor.
Title: Revisiting Vygotsky for social change: bringing together theory and
practice / edited by Adolfo Tanzi Neto, Fernanda Liberali and Manolis Dafermos.
Description: New York: Peter Lang, 2020.
Series: (Post)critical global studies; vol. 2 | ISSN 2297-8534
Includes bibliographical references and index.
Identifiers: LCCN 2019028825 | ISBN 978-1-4331-7038-6 (hardback)
ISBN 978-1-4331-7250-2 (paperback) | ISBN 978-1-4331-7042-3 (ebook pdf)
ISBN 978-1-4331-7043-0 (epub) | ISBN 978-1-4331-7044-7 (mobi)
Subjects: LCSH: Vygotsky, L. S. (Lev Semenovich), 1896–1934. |
Social change.
Classification: LCC BF109.V95 R48 | DDC 155.2—dc23
LC record available at https://lccn.loc.gov/2019028825
DOI 10.3726/b16730
Bibliographic information published by Die Deutsche Nationalbibliothek.
Die Deutsche Nationalbibliothek lists this publication in the “Deutsche
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The paper in this book meets the guidelines for permanence and durability
of the Committee on Production Guidelines for Book Longevity
of the Council of Library Resources.
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All rights reserved.
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Printed in the United States of America
About the Author
Adolfo Tanzi Neto is head of the Department of Anglo-Germanic Languages, College of Languages and Arts, at the Federal University of Rio de Janeiro (UFRJ). He is a researcher in the Interdisciplinary Graduate Program in Applied Linguistics (PIPGLA-UFRJ) and leader of the Nucleus for Studies and Research of Vygotsky School in Applied Linguistics (NUVYLA/CNPq). His research interests are in the fields of discourse and social practices as for human constitution and development, in the dimensions of cognition, semiotics, symbolic, and aesthetic sense. His interests are related to social activism, linguistic mobility, social change/justice, identity and agency based on critical and dialectical epistemologies of the Socio-Historical-Cultural Activity Theory.
Fernanda Liberali is a teacher educator, researcher and professor at the Pontifical Catholic University of São Paulo, in the English Department, in the Program of Graduate Studies in Applied Linguistics and Language Studies and in the Graduate Program in Education: Education of Educators. She is one of the leaders of the Research Group / CNPq / PUC-SP Language in Activity in the School Context and an advisor to CNPq and FAPESP. Within the framework of Socio-Historical-Cultural Activity Theory, her main research interests are related to teacher education, teaching-learning, multimodal argumentation, and multilingualism/bilingual education.
Manolis Dafermos is an associate professor in the epistemology of psychology in the Department of Psychology at the University of Crete. His interests include culturalhistorical psychology, critical psychology, the history of psychology, and methodological and epistemological issues in the social sciences. He is the author of Rethinking Cultural- Historical Theory: A Dialectical Perspective to Vygotsky (2018) in addition to being the author or co-author of papers and chapters in various journals and collective volumes focusing on dialectics and its significance for social research.
About the book
Contemporary thinkers and researchers from different parts of the world involved in achieving human development employ Vygotsky’s theory in order to deal with new social challenges arising in a global but deeply divided world (Santos, 2000; Souza e Santos, 2008; Martín-Baró, 1998). The chapters of this book shed light onto Vygotsky’s initial principles adding critical and social perspectives as a way of expanding his legacy to global contemporary needs such as a critical reflection from the perspective of social change, social dynamics and human development, ethical-political situations of action power, dialectic relationship of the human being with society, contradictions in an individual’s dramatic life events and awareness of the social environment to actively change the existing forms of life.
This eBook can be cited
This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.
It is necessary that the weakness of the powerless is transformed into a force capable of announcing justice. For this to happen, a total denouncement of fatalism is necessary. We are transformative beings and not beings for accommodation. (Freire, 1997, p. 6)
A creature that is perfectly adapted to its environment, would not want anything, would not have anything to strive for, and, of course, would not be able to create anything. Thus, creation is always based on lack of adaptation, which gives rise to needs, motives, and desires. (Vygotsky, 2004, p. 29)
Contents
(Post)Critical Global Studies: A Note from the Series Editors
ADOLFO TANZI NETO, FERNANDA LIBERALI, AND MANOLIS DAFERMOS
MANOLIS DAFERMOS
ANNA STETSENKO
3.Building Agency for Social Change
FERNANDA LIBERALI
4.Toward a Vygotskian Perspective on Transformative Agency for Social Change
YRJÖ ENGESTRÖM AND ANNALISA SANNINO
LOIS HOLZMAN
ADOLFO TANZI NETO
7.Vygotsky, Signs and Language: Critical Observations
PETER E. JONES
←vii | viii→8.Identity as a Sociocultural Phenomenon: The Dialectics of Belonging, Being and Becoming
NIKOLAI VERESOV
SUELI SALLES FIDALGO AND MARIA CECÍLIA C. MAGALHÃES
WANDA MARIA JUNQUEIRA DE AGUIAR, MARIA EMILIANA LIMA PENTEADO, AND RAQUEL ANTONIO ALFREDO
11.Imagination and Emotion as the Basis of Social Transformation
BADER BURIHAN SAWAIA, LAVÍNIA L. S. MAGIOLINO AND DANIELE NUNES HENRIQUE SILVA
12.The Challenges of the Reception of Vygotsky’s Theory in View of Missing Revolutionary Changes
GORDANA JOVANOVIĆ
Instead of an Epilogue. “We Are on Fire”: Crisis as Turning Point, Vygotsky and Social Change
MICHALIS KONTOPODIS, MANOLIS DAFERMOS, AND ADOLFO TANZI NETO
Figures and Tables
Figures
4.1. Two key steps in the emergence of agency by double stimulation (after Vygotsky, 1997b)
4.2. The emergence of an agentive action as a mediational chain
4.3. Chain of actions distributed among the actors and levels of the hierarchy
6.1. School Social Architectonic of situated practices (Tanzi Neto, 2016, p. 94)
8.1. Triangle of activity as a basic model of CHAT (Engeström, 1987, 1999)
9.1 Flexibility of instructions
9.2. Myths puzzle—working with dyslexic children
9.3. Task flexilibity dyslexic and disorthographic children
Tables
Details
- Pages
- XIV, 298
- Publication Year
- 2020
- ISBN (PDF)
- 9781433170423
- ISBN (ePUB)
- 9781433170430
- ISBN (MOBI)
- 9781433170447
- ISBN (Softcover)
- 9781433172502
- ISBN (Hardcover)
- 9781433170386
- DOI
- 10.3726/b16730
- Language
- English
- Publication date
- 2021 (June)
- Published
- New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2020. XIV, 298 pp., 8 b/w ill., 2 tables.
- Product Safety
- Peter Lang Group AG
