Mind Culture and Activity最新文献_第9页

The place of interests, agency and imagination in funds of identity theory 利益、代理和想象在身份论基金中的地位

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-10-14 DOI: 10.1080/10749039.2020.1833931

Helen Hedges

{"title":"The place of interests, agency and imagination in funds of identity theory","authors":"Helen Hedges","doi":"10.1080/10749039.2020.1833931","DOIUrl":"https://doi.org/10.1080/10749039.2020.1833931","url":null,"abstract":"ABSTRACT Funds of identity is a recent entrant to the field of identity theories. Located within sociocultural theory, the concept developed from the notion of funds of knowledge to consider all life experiences that collectively shape identity development. It draws attention to the relationships, settings, experiences, and cultural tools and symbols that are personally meaningful to people, and ways these mediate engagement with identity development. I make two contributions to advancing funds of identity theory. First, I provide empirical evidence with respect to a very young child’s engagement with funds of identity. I report findings related to Zoe, a child who participated with her family in a qualitative project on the interests of children aged from birth-to-five years old in Auckland, New Zealand. Second, I extend funds of identity theory through arguing that agency and imagination ought to be explicit concepts in this theory given that it foregrounds the capacity for humans to act on and imagine their worlds. Interest, agency, imagination and identity are concepts that can promote the dynamic view of development Vygotsky championed, and help to explain the way ongoing sociocultural mediation determines developmental possibilities and learning trajectories.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1833931","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47855864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Hegel for social movements 黑格尔的社会运动

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-10-01 DOI: 10.1080/10749039.2020.1833932

A. Maidansky

引用次数: 0

Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist 支持教师的任务设计过程。探索一个使用活动清单的示例案例

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-10-01 DOI: 10.1080/10749039.2020.1830113

Marcia Håkansson Lindqvist

{"title":"Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist","authors":"Marcia Håkansson Lindqvist","doi":"10.1080/10749039.2020.1830113","DOIUrl":"https://doi.org/10.1080/10749039.2020.1830113","url":null,"abstract":"ABSTRACT The use of digital technologies continues to increase in classrooms. For teachers, this involves an increased focus on the task design process for supporting student outcomes when using these technologies. Using the Activity Theory based Evaluation Version of the Activity Checklist as a theoretical framework, this paper explores an exemplary case of the use of the Activity Checklist through the analysis of a classroom task from the perspective of the teacher task design process. The results showed that the Activity Checklist as a framework was fruitful to capture and study the teacher design process as activities, illustrating important aspects in designing tasks for student work. It is concluded that the use of the Activity Checklist may support teachers’ task design processes for motivating and supporting student outcomes related to the use of digital technologies. Further, the use of Activity Checklist can help to identify potential issues in the task design process from the teacher perspective, improve practitioners’ work and in turn provide guiding principles for educational development.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1830113","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48293591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Closing a challenging year, strengthening relevant scholarship in cultural studies of mind and activity 结束充满挑战的一年，加强心理和活动文化研究的相关学术研究

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-10-01 DOI: 10.1080/10749039.2020.1846749

B. Ferholt, Ivana Guarrasi, Alfredo Jornet, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams

引用次数: 0

Hegel for social movements 黑格尔的社会运动

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-10-01 DOI: 10.1080/10749039.2020.1833933

John Krinsky

引用次数: 0

Hegel for social movements 社会运动的黑格尔

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-10-01 DOI: 10.1080/10749039.2020.1843682

Antti Rajala, J. Williams

引用次数: 0

Vygotsky’s theory in early childhood education and research. Russian and Western values 维果茨基的幼儿教育研究理论。俄罗斯和西方价值观

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-09-30 DOI: 10.1080/10749039.2020.1830114

Jaakko Hilppö

引用次数: 0

Young people pursuing futures: making identity labors curricular 追求未来的年轻人：身份劳动课程化

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-08-24 DOI: 10.1080/10749039.2020.1808687

L. Zipin, M. Brennan, S. Sellar

{"title":"Young people pursuing futures: making identity labors curricular","authors":"L. Zipin, M. Brennan, S. Sellar","doi":"10.1080/10749039.2020.1808687","DOIUrl":"https://doi.org/10.1080/10749039.2020.1808687","url":null,"abstract":"ABSTRACT Young people’s processes of forming identities, linked to the work of anticipating futures, involve significant labors of thought, feeling, ethics and imagination. These labors proceed across both life-worlds and school-worlds, often in tension, especially for those from marginalized positions in social-structural power relations. This paper explores such identity labors, drawing on rich ethnographic data from research, during 2013–2014, that engaged students in Years 9 and 10, from working-class, immigrant and refugee backgrounds, who attended an inner-suburban school in Melbourne, Australia. We investigate two student groupings: (a) selected by the school for “accelerated” curriculum paths; and (b) the “others” we label written off by the school in terms of academic potential (a division we diagnose as driven by policy measures of institutional “performance”). In different ways among students in each grouping, we find their identity labors to reflect historical conditions for what Berlant calls “cruel optimism” about futures. Yet their identity dynamics also draw on rich funds of knowledge from their life-worlds that our research shows to offer resources – funds of identity – for more viable future imaginaries. We argue for curriculum and pedagogy that supports young people in their identity labors to live from their present into emergent, new-generational futures.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1808687","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49378245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

From mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning 从中介行为到异质联盟:四代工作和学习的活动理论研究

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-08-24 DOI: 10.1080/10749039.2020.1806328

Yrjö Engeström, A. Sannino

引用次数: 75

Matters of participation: notes on the study of dignity and learning 参与事项:关于尊严与学习研究的说明

IF 1.9 3区教育学

Mind Culture and Activity Pub Date : 2020-07-21 DOI: 10.1080/10749039.2020.1779304

M. Espinoza, Shirin Vossoughi, M. Rose, Luis E. Poza

{"title":"Matters of participation: notes on the study of dignity and learning","authors":"M. Espinoza, Shirin Vossoughi, M. Rose, Luis E. Poza","doi":"10.1080/10749039.2020.1779304","DOIUrl":"https://doi.org/10.1080/10749039.2020.1779304","url":null,"abstract":"ABSTRACT Meaningful participation (i.e., substantive involvement in socially vital activities) and educational dignity (i.e., the multifaceted sense of a person’s value generated via substantive intra- and inter-personal learning experiences that recognize and cultivate one’s mind, humanity, and potential) are vital and interrelated social phenomena. Conceptually, the two are salient for research related to learning and educational rights. Accordant with a cultural-historical framework, we have adopted and modified a social interactional methodological approach that allows us to set forth indicia of meaningful participation and educational dignity. To achieve these ends, we examine two information sources: 1) audio recordings of a 1962 voter registration workshop in the Southern United States; and 2) audio-video recordings of a college preparatory program for high school-age migrant students in California during the early 2000s called the Migrant Student Leadership Institute. Close examination of interactions in both spaces reveals the moment-to-moment unfolding of meaningful participation and educational dignity.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1779304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41489490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30