Vygotsky in 21st century society. Advances in cultural historical theory and praxis with non-dominant communities.

Sonst. Personen	Portes, Pedro R. (Hrsg.); Salas, Spencer (Hrsg.)
Titel	Vygotsky in 21st century society. Advances in cultural historical theory and praxis with non-dominant communities.
Quelle	New York u.a.: Peter Lang (2011), VIII, 281 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. [247]-281
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-433-11117-9; 978-1-433-11117-4
Schlagwörter	Wissen; Fallstudie; Qualitative Forschung; Bildungsbeteiligung; Bildungschance; Gesellschaft; Kulturdifferenz; Kognition; Generationenbeziehung; Familie; Familienleben; Vorschule; Schule; Elternmitwirkung; College; Lernen; Computerunterstützter Unterricht; Außerschulisches Lernen; Leben; Bilingualismus; Kulturgeschichte; Psychotherapie; Migration; Mobilität; Neuropsychologie; Theorie; Ethnische Gruppe; Hispanoamerikaner; Migrant; Lurija, Alexander Romanowitsch; Wygotskij, Lew Semjonowitsch; USA
Abstract	This book is an ensemble of novel perspectives about the legacy of Lev Vygotsky and Alexander Luria. [It] 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/1