Literaturnachweis - Detailanzeige
Sonst. Personen | Portes, Pedro R. (Hrsg.); Salas, Spencer (Hrsg.) |
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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. |
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 |