Subjects -> EDUCATION (Total: 2539 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2178 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2178 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Journal of NELTA     Open Access   (Followers: 4)
Journal of NELTA Gandaki     Open Access  
Journal of NELTA Surkhet     Open Access  
Journal of New Approaches in Educational Research     Open Access   (Followers: 3)
Journal of Nonprofit Education and Leadership     Full-text available via subscription   (Followers: 10)
Journal of Nursing Education     Full-text available via subscription   (Followers: 31)
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 5)
Journal of Occupational Therapy Education     Open Access   (Followers: 11)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 52)
Journal of Outdoor and Environmental Education     Hybrid Journal  
Journal of Outdoor Recreation, Education, and Leadership     Hybrid Journal   (Followers: 10)
Journal of Pedagogy - Pedagogick? ?asopis     Open Access   (Followers: 6)
Journal of Peer Learning     Open Access   (Followers: 3)
Journal of Philosophy in Schools     Open Access  
Journal of Philosophy of Education     Hybrid Journal   (Followers: 16)
Journal of Physical Education and Sports     Open Access   (Followers: 8)
Journal of Physical Education and Sports Science     Open Access   (Followers: 3)
Journal of Planning Education and Research     Hybrid Journal   (Followers: 14)
Journal of Political Science Education     Hybrid Journal   (Followers: 10)
Journal of Popular Music Education     Hybrid Journal   (Followers: 3)
Journal of Praxis in Multicultural Education     Open Access   (Followers: 2)
Journal of Pre-College Engineering Education Research     Open Access   (Followers: 2)
Journal of Primary Education     Open Access   (Followers: 14)
Journal of Psychoeducational Assessment     Hybrid Journal   (Followers: 2)
Journal of Psychologists and Counsellors in Schools     Full-text available via subscription   (Followers: 8)
Journal of Public Affairs Education     Hybrid Journal  
Journal of Quality in Education     Open Access   (Followers: 2)
Journal of Real Estate Practice and Education     Full-text available via subscription   (Followers: 3)
Journal of Religious Education     Hybrid Journal   (Followers: 3)
Journal of Research and Education Chemistry     Open Access   (Followers: 2)
Journal of Research in Childhood Education     Hybrid Journal   (Followers: 3)
Journal of Research in Educational Sciences     Open Access  
Journal of Research in International Education     Hybrid Journal   (Followers: 10)
Journal of Research in Interprofessional Practice and Education     Open Access   (Followers: 10)
Journal of Research in Music Education     Hybrid Journal   (Followers: 16)
Journal of Research In Reading     Hybrid Journal   (Followers: 13)
Journal of Research in Science Teaching     Hybrid Journal   (Followers: 24)
Journal of Research in Special Educational Needs     Hybrid Journal   (Followers: 12)
Journal of Research Initiatives     Open Access  
Journal of Research on Christian Education     Hybrid Journal   (Followers: 9)
Journal of Research on Educational Effectiveness     Hybrid Journal   (Followers: 6)
Journal of Research on Leadership Education     Hybrid Journal   (Followers: 19)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of School Choice     Hybrid Journal  
Journal of School Health     Hybrid Journal   (Followers: 6)
Journal of School Violence     Hybrid Journal   (Followers: 5)
Journal of Science and Sustainable Development     Full-text available via subscription  
Journal of Science and Technology of the Arts     Open Access   (Followers: 3)
Journal of Science Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Science Education for Students with Disabilities     Open Access   (Followers: 4)
Journal of Science Learning     Open Access  
Journal of Science Teacher Education     Hybrid Journal   (Followers: 19)
Journal of Second Language Teaching & Research     Open Access   (Followers: 31)
Journal of Security Education     Hybrid Journal  
Journal of Shanghai University (English Edition)     Hybrid Journal  
Journal of Social Science Education : JSSE     Open Access  
Journal of Social Studies Education Research     Open Access  
Journal of Special Education     Hybrid Journal   (Followers: 15)
Journal of Statistics Education     Open Access   (Followers: 1)
Journal of Student Affairs Research and Practice     Hybrid Journal   (Followers: 1)
Journal of Studies in Education     Open Access   (Followers: 4)
Journal of Studies in International Education     Hybrid Journal   (Followers: 10)
Journal of Supranational Policies of Education (JoSPoE)     Open Access   (Followers: 1)
Journal of Teacher Education     Hybrid Journal   (Followers: 43)
Journal of Teaching English for Specific and Academic Purposes     Open Access   (Followers: 20)
Journal of Teaching in International Business     Hybrid Journal  
Journal of Teaching in Social Work     Hybrid Journal   (Followers: 9)
Journal of Teaching in the Addictions     Hybrid Journal   (Followers: 3)
Journal of Teaching in Travel & Tourism     Hybrid Journal   (Followers: 8)
Journal of Teaching Language Skills     Open Access   (Followers: 9)
Journal of Technical Education     Open Access  
Journal of Technical Education and Training     Open Access   (Followers: 2)
Journal of the Canadian Association for Curriculum Studies     Open Access   (Followers: 2)
Journal of the European Teacher Education Network     Open Access   (Followers: 2)
Journal of The First-Year Experience & Students in Transition     Full-text available via subscription   (Followers: 3)
Journal of the International Academy for Case Studies     Full-text available via subscription  
Journal of the Scholarship of Teaching and Learning     Open Access   (Followers: 5)
Journal of Tourism and Hospitality Education     Open Access  
Journal of Training and Development     Open Access   (Followers: 9)
Journal of Transformative Education     Hybrid Journal   (Followers: 5)
Journal of Visual Literacy     Hybrid Journal  
Journal of Vocational Education & Training     Hybrid Journal   (Followers: 15)
Journal of Vocational Rehabilitation     Hybrid Journal   (Followers: 17)
Journal of Women in Educational Leadership     Open Access   (Followers: 3)
Journal of Women's Entrepreneurship and Education (JWEE)     Open Access   (Followers: 1)
Journal of Writing in Creative Practice     Hybrid Journal   (Followers: 12)
Journal on Empowering Teaching Excellence     Open Access   (Followers: 4)
Journal on English as a Foreign Language     Open Access   (Followers: 3)
Journal Pelita PAUD     Open Access   (Followers: 5)
Journal Plus Education     Open Access  
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Journalism & Mass Communication Educator     Hybrid Journal   (Followers: 21)
Joyful Learning Journal     Open Access   (Followers: 1)
JPG (Jurnal Pendidikan Geografi)     Open Access   (Followers: 1)
JPGI (Jurnal Penelitian Guru Indonesia)     Open Access  
JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan     Open Access   (Followers: 1)
JPPI (Jurnal Penelitian Pendidikan Indonesia)     Open Access  
JRAMathEdu : Journal of Research and Advances in Mathematics Education     Open Access   (Followers: 4)
JUMLAHKU : Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan     Open Access   (Followers: 5)
Juridikdas : Jurnal Riset Pendidikan Dasar     Open Access  
JURING (Journal for Research in Mathematics Learning)     Open Access   (Followers: 1)
Jurnal Akuntabilitas Manajemen Pendidikan     Open Access  
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab     Open Access  
Jurnal Bahasa Lingua Scientia     Open Access  
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biogenerasi     Open Access   (Followers: 3)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Pendidikan Dasar     Open Access   (Followers: 3)
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access   (Followers: 1)
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Lensa Pendas     Open Access   (Followers: 3)
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan)     Open Access   (Followers: 2)
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 2)
Jurnal Pendidikan Kimia     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Humaniora     Open Access   (Followers: 3)
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal Perspektif Pendidikan dan Keguruan     Open Access   (Followers: 1)
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Pustaka Ilmiah     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Studi Guru dan Pembelajaran     Open Access   (Followers: 2)
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Tuturan     Open Access   (Followers: 3)
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access   (Followers: 1)
Kerbala Magazine of Physical Edu. Seiences     Open Access   (Followers: 2)
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Kontinu : Jurnal Penelitian Didaktik Matematika     Open Access   (Followers: 3)
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 19)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 33)
Language Teaching Research     Hybrid Journal   (Followers: 24)

  First | 3 4 5 6 7 8 9 10     

Similar Journals
Journal Cover
Learning, Culture and Social Interaction
Journal Prestige (SJR): 0.578
Citation Impact (citeScore): 1
Number of Followers: 3  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2210-6561 - ISSN (Online) 2210-657X
Published by Elsevier Homepage  [3207 journals]
  • Facilitators, teachers, observers, and play partners: Exploring how
           mothers describe their role in play activities across three communities
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Heli Muhonen, Antje von Suchodoletz, Elena Doering, Joscha Kärtner The present study explored the perspectives of mothers from three communities regarding their role in play activities with their toddlers. The mothers of two-year-old children from Muenster, Germany (n = 34), Chennai, India (n = 36), and New York City, USA (n = 36), participated in the study. Qualitative content analysis was utilized to analyze the mothers' responses to semi-structured interview questions. Four roles were identified as characterizing the mothers' narratives, namely mothers as facilitators, teachers, play partners, or observers. The goal of facilitator was to support children's autonomy; teachers often described educational learning goals; and play partners and observers highlighted the play itself. In the data, two-thirds of the mothers from New York City were identified as facilitators, while half of the Chennai sample were identified as teachers. The Muenster sample recorded the largest variation with regard to the four roles. The findings suggest variations in how the mothers in our samples viewed their role in play situations, both within and across communities.
       
  • Schooling the smartphone
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Guy Merchant
       
  • Digitally mediated interaction as a resource for co-constructing
           multilingual identities in classrooms
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Fredrik Rusk The development of smartphones and mobile Internet have advanced tremendously since 2000 and have made the access to communication increasingly available in diverse settings, including classrooms. Today, smartphones are used in classrooms as part of both on- and off-task activities. For multilingual participants, this communication involves several languages. Previous research shows that classrooms are often oriented to and jointly constructed as monolingual settings in which participants orient to the language of instruction. In the research reported here, I focus on the ways that multilingual participants orient to and use mobile digital technology to co-construct multilingual identities in these classrooms, that is, how participants can, in-and-through the use of mobile communication, actively construct multilingual identities and bring them into the classroom. However, the mobile interactions also influence and contribute to classroom interactions and vice versa. Nevertheless, the digitally-local multilingual identity that is co-constructed and expressed in mobile interactions appears not to be problematized in the same manner as explicitly multilingual turns in the non-digital classroom may be oriented to as interactionally problematic. The verbal, non-digital, classroom becomes—in the interactional spaces afforded by the mobile communication—multilingual, as the participants co-construct multilingual identities in-and-through their mediated interactions.
       
  • Teaching for the 21st century: A case for dialogic pedagogy
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Peter Teo In the past two decades, there has been a call for educators around the whole to prepare students for the 21st century to help them navigate an increasingly globalized world and inter-connected landscape. This creates a need for educators to equip students with a holistic education that emphasizes life skills like communication, cross-cultural collaboration, and critical thinking. Against this backdrop, this paper examines the viability of ‘dialogic teaching’ as a pedagogy for the 21st century. The paper begins with a discussion of the features of the 21st century education landscape and the principles and tenets of ‘dialogic teaching’. It then surveys and synthesizes the findings of empirical studies in various parts of the world focusing on the role of discourse in fostering dialogic interactions, with a focus on language learning, in order to establish possible links between dialogic teaching and the demands of the 21st century. The paper concludes with a brief discussion of the challenges and implications of adopting a dialogic approach to teaching as a pedagogy for the 21st century.
       
  • Digital labour in school: Smartphones and their consequences in classrooms
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Antti Paakkari, Pauliina Rautio, Verneri Valasmo This paper reflects on the forms of digital labour present in upper secondary school students' smartphone use during the school day. Digital labour is understood as value-producing online activity, for example the labour of producing content for social media platforms such as Instagram or Facebook. Through analysis of students' phone use in classroom we approach aspects of digital labour intertwining with school. In the paper, theoretical perspectives on digital labour are connected with ethnographic data on student phone use. Our findings suggest that digital labour has become a permanent part of school life. Two main consequences are identified. Firstly, for the students the school is no longer a place where work does not take place, as digital labour intertwines with the school day. Secondly, technologies introduce new corporate actors into the classroom space that schools have to negotiate with.
       
  • Expanding educational chronotopes with personal digital devices
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Øystein Gilje The aim of this study is to investigate the role of personal digital devices for negotiating assignments during collaborative work in school. Using video recordings of the peer-to-peer interactions in two math and Norwegian language projects, an interactional analysis (IA) is used to analyse the meaning making and the role of phones and cameras in social interaction. To enable a better understanding of the spatial and temporal dimensions in the school context, the students' interactions with the digital devices are used as the unit of analysis because these interactions constitute a practice ‘in tandem’ with the cultural tools and mediational means being deployed. Using two cases, the article demonstrates how personal digital devices can constitute and reconstitute the spatial and temporal dimensions in the educational chronotope. Overall, the findings show the ways in which the specific features of the screen and viewfinder are important in understanding the dialogues and negotiations during collaborative work on assignments where students use personal digital devices.
       
  • ‘Being stuck’. Analyzing text-planning activities in digitally rich
           upper secondary school classrooms
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Riitta Juvonen, Marie Tanner, Christina Olin-Scheller, Liisa Tainio, Anna Slotte The aim of this article is to develop an understanding of how students use different interactional resources to manage problems that arise in their text-planning processes in digitally rich environments in Finnish and Swedish upper secondary schools. We explore both individual and collective teacher-initiated writing tasks in different subjects and during moments when text-planning seems to ‘get stuck’. Theoretically, we draw on a socio-cultural understanding of the text-planning process, and use multimodal conversation analysis to examine how students display ‘being stuck’ during their text-planning through their embodied and verbal performances, what role smartphones and laptops play in their process of becoming ‘stuck’ and ‘unstuck’, and how different interactional resources are coordinated during the students' text-planning processes. The data consist of video-recorded face-to-face interaction, students' activities on computers and/or with a pen and paper as well as simultaneous recordings of the focus students' smartphone screens. The results demonstrate that students often resort to smartphones as resources to display, negotiate and transform problems in their text-planning process. Our results challenge common claims within the contemporary debate both in relation to digital devices as the solution to pedagogical challenges and in relation to the debate on smartphones as devices that disrupt work.
       
  • Teachers’ beliefs as a component of motivational force of
           professional agency
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Martin Kramer, Ritva Engeström This article investigates teachers’ beliefs – addressed here as worldviews – in the context of educational change. The intention is to develop a dynamic approach according to which worldviews are professional resources of meanings and personal constructs. We questioned what constitutes their ‘mental realm’ and how they, referring to subjective realities of a person’s world construction, can be conceived as collective and professionally shared. The topic was tackled theoretically in the frame of a cultural-historical approach to mind in which we drew upon insights of the integrative concept of meaningful activity. Worldviews were addressed in a school-based development of a secondary school in Austria when the teachers were updating their school’s profile. A special interview method (Ultimate Meanings Technique, UMT; Leontiev, 2007) was used to assist teachers and mediate their discussions on worldviews. In the findings, we propose methodological ideas for addressing ‘the mental’ and approaching worldviews as a type of tertiary artefacts, discuss the role of the UMT interviews in the school-based development and draw attention to a historical tension inside professional vision. The article underlines the importance of worldviews for creating historically responsive space of core meanings and for strengthening professional power of educators’ taking agency for change.
       
  • ‘Writing across’ as a mode of research
    • Abstract: Publication date: Available online 27 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Kate Pahl
       
  • Developing methods to trace participation patterns across online writing
    • Abstract: Publication date: Available online 22 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Alecia Marie Magnifico, Jayne C. Lammers, Jen Scott Curwood Scholars of media literacy have described a range of ways adolescents use digital tools across spaces to conceptualize, produce, and share creative works. Research often focuses on the identities and experiences of young expert creators, even though activities like archiving, lurking, reading, liking, reviewing, and sharing original and transformative works are central. Few researchers have devised methods to analyze these common participation patterns, or how they stretch across multiple sites and spaces. Here, we begin to consider this challenge by focusing on a linguistic analysis method we developed to study feedback that fanfiction authors receive from their readers. We outline this method and then focus on how this work has helped us to (1) consider a broader range of fanfiction activities and (2) interrogate our methodological practices and reflect on our assumptions about learning, collaboration, and writing. As venues for young people's creative activities increasingly move online, researchers must develop new methods of understanding learning and literacies, and, eventually, how transliteracies move across these spaces. Even where complete accounts of participation are rare, we can glean information about readers and writers by examining a wider range of online activity.
       
  • Play in adult-child interaction: Institutional multi-party interaction and
           pedagogical practice in a toddler classroom
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Annukka Pursi This paper considers the ways in which adults' active participation in play has the potential to manage and manipulate participation frameworks in adult-child joint activities, drawing on a dataset of 150 h of video-recorded, naturally occurring adult-child-group interactions from one Finnish early childhood education and care (ECEC) institution for children under the age of three. A total of 47 instances of multi-party make-believe play were located from the dataset and subjected to multimodal conversation analysis. The data-driven microanalysis revealed that adult role in play is more complex and multidimensional than prior research has shown. Playing can be understood as a shared communicative project, a form of mutual understanding, between adults and children. In adult-child interaction play has the capacity to simultaneously invoke two different institutional frames: that of playing and that of caring or educating (e.g., soothing or including). In a multi-party context, adults' playful stance taking can serve different kinds of institutional tasks and balance asymmetries of participation among children and between adults and children. The results contribute to theoretical and pedagogical discussion of adult roles in children's play and facilitate early childhood education practitioners' pedagogical reflection and imagination.
       
  • Bridging known and new: Inquiry and intersubjectivity in parent-child
           interactions
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Maureen Vandermaas-Peeler, Lauren Westerberg, Hailey Fleishman Sociocultural analyses of children's learning encompass their complex interactions with adults and others during joint participation in everyday activities. The study aim was to analyze the relationship between inquiry, intersubjectivity, and bridges. Intersubjectivity is a process of meaning-making through collaboration and communication. Parents reference shared experiences with young children in order to connect or “bridge” known and new information. Through a case study analysis of four families' interactions in two games performed together at home, we addressed the question, “How do parents and children co-construct meaning and knowledge during joint participation in challenging activities'” Findings revealed that parents used bridges as cognitive strategies to support young children's complex inquiry processes such as comparing and predicting. Through bridging, parents and children co-created knowledge within the child's zone of proximal development. Bridging fostered intersubjectivity by establishing a mutual focus of attention, shared emotions, and connections to a larger community of family and friends. The case study results highlight the importance of studying collaborative interactions to understand how meaning-making and knowledge construction occur during children's participation in everyday activities with parents.
       
  • Textbook interaction: A study of the language and cultural
           contextualisation of English learning textbooks
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Pingping Huang The impact and the role of textbooks in language learning and communication have not been paid enough attention. English textbooks have the potential to not just provide guidance for learning language but can be a platform for introducing cultural diversity and tolerance and as a medium for integrating cross-disciplinary knowledge. Building on a social learning and socio-cultural theory, this research considers whether English textbooks are contextualised enough to help with students' English learning and communication. This is achieved by analysing a set of secondary English textbooks Project English used in China and discovering textbook users' real experience of learning English and using English textbooks. The results show that topics, texts, and tasks of textbooks are decontextualised in terms of authenticity, levels of communication, diversity, and representation of cultures. Moreover, more attention is given to grammatical functions of English language rather than its communicative functions. Suggestions towards a more communicative and contextualised textbook content and pedagogy are provided.
       
  • What is dialogic teaching' Constructing, deconstructing, and
           reconstructing a pedagogy of classroom talk
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Min-Young Kim, Ian A.G. Wilkinson Dialogic teaching is a pedagogical approach that capitalizes on the power of talk to further students' thinking, learning, and problem solving. The construct is often invoked when describing various pedagogies of classroom talk and is the focus of much research in the United Kingdom, the United States, Continental Europe, and elsewhere. Despite its appeal, or perhaps because of it, the idea of dialogic teaching has been variously interpreted to the point that its significance has become unclear. The purpose of this paper is to bring conceptual clarity to the construct. We outline how Robin Alexander (2004) used the term ‘dialogic teaching’ in his model of dialogic pedagogy, and describe other, related conceptions of dialogic pedagogy. We then describe how the term ‘dialogic teaching’ is used in contemporary scholarship. Finally, we address three major points of contention surrounding dialogic teaching: the issue of discourse form and function, the role of classroom culture, and whether dialogic teaching constitutes a general pedagogical approach or a specific discourse practice. Our overall intent is to examine similarities and differences among the various approaches to dialogic teaching and locate the concept within a network of related ideas on teaching and learning through, for, and as dialogue.
       
  • Ontological not-knowing to contribute attaining practical wisdom: Insights
           from a not-knowing experience in ‘samba-de-gafieira’ dance to the
           value of being and responding from within our practical experience and
           practical knowledge
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Patrícia Cristina Nascimento Souto This study is about one of the foundational conditions for attaining practical wisdom in work practices: not-knowing, from an ontological position, namely not-knowing as a way of being from within the practical experience being lived and from tacit and practical knowledge, rather than from representations of reality, generalizations and an intellectualized approach. Ontological not-knowing is relevant because practical wisdom (phronesis) is concerned with particulars of a situation and a refined and pristine perception of such. However, our craving for generality, our often unreflective and uncritical clinging on representations of reality, our overwhelming urge for closure, dependence on conceptual categories, and our privileging of the representational knowledge distort and de-sensitize our perception and discernment of what actually goes on in a situation, its particulars, and unfolding solicitations and potential. Practical wisdom cannot be attained by such an overreliance on generalizations and abstractions. An experience of not-knowing in dancing samba-de-gafieira is analogically explored to derive insights towards practical wisdom in work. It contributes to theorizing practical wisdom, tacit knowing, knowing-in-practice and practical knowledge, and to the development of not-knowing as an ontological skill, its situational sensitivities, refined perception and judgment towards wiser responding in an increasingly complex, technical-oriented and ever-changing work context.
       
  • Self-narration and agency as interactive achievements: A sociocultural and
           interactionist analysis of migrant women's stories in a language learning
           setting
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Nathalie Muller Mirza, Marcelo Dos Santos Mamed Migration is commonly seen as disrupting individuals' sense of continuity and agency. In current research on adult identity development, (self-)narratives are regarded as a means of making sense of self. In a study aiming at examining how identity processes were managed and produced during self-narration by immigrant women in a language learning setting, we combined an interactionist methodology with a sociocultural and dialogical perspective. Data were gathered throughout an intervention designed to encourage participants to put their personal experiences of migration into words in narrative form. Verbal interactions were analysed to identify 1) narrative discursive units, 2) processes of narrative co-construction, 3) agentic relationships in and on the narratives. Results, illustrated with various excerpts, showed that self-narratives arose from dynamic interactions in which participants displayed discursive skills in negotiating status and instructions, supported the cognitive and affective work of narrating in a foreign language, and constructed agency that challenged the poor immigrant woman image. The potential of analysing the interactional processes of co-constructing self-narratives is discussed in terms of its theoretical and methodological contributions in the field of identity research.
       
  • Vocational knowing in subject integrated teaching: A case study in a
           Swedish upper secondary health and social care program
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Maria Christidis The aim of this case study was to investigate what vocational knowing was made available in subject-integrated teaching of four vocational subjects in a Swedish Health and Social Care Program (HSCP). The study was composed of two separate data collections, both ethnographic. The first data collection was performed in autumn 2012 on a theme unit called VIPS, with a group of students (16+), in a Swedish HSCP. Data comprised observations, field notes, and audio recordings of planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. The second data collection was performed during spring 2018 in which life-history interviews focused on documentation were conducted with the teachers involved in the theme unit from 2012. Data comprised audio recordings and time lines. A theoretical framework and analytical work were performed with concepts from Cultural Historical Activity Theory, and from New Literacy Studies. The results indicate that the object in the teaching activity comprised vocational knowing in three areas: psychosis, ethics, and communication, and vocational literacy. Vocational contextualization of teaching was a necessary component that made available vocational knowing that contributed to the students' professional development.
       
  • Teacher-student interaction on wikis: Fostering collaborative learning and
           writing
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Maha Alghasab, Jan Hardman, Zoe Handley Wikis are widely considered to be student-centred platforms which promote collaborative learning. Previous research has, however, demonstrated that without teacher intervention some students fail to engage with one another collaboratively in these environments. This study contributes to the emerging literature on the role of teachers in supporting collaborative learning during wiki activities by examining teacher and student online interaction during wiki-mediated collaborative writing activities in three Kuwaiti high school English as a Foreign Language (EFL) classes. Teacher and student discussion posts and text edits during the eight-week projects were analysed using a discourse analysis framework and triangulated with data from semi-structured interviews. The findings revealed that the approaches adopted by the teachers in this study ranged from directive to dialogic. Where the teachers took a more directive approach, students tended to interact with the teacher rather than with the peers and wrote by themselves individually. Where the teachers adopted a more dialogic approach, however, there was greater student-to-student interaction and collaboration leading to jointly constructed texts. Such findings point to the benefits of adopting a dialogic approach to teaching during wiki-mediated collaborative writing activities.
       
  • How do Moroccan-Dutch parents (re)construct their parenting practices'
           Post-migration parenthood as a social site for learning and identity
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Spark L. van Beurden, Mariëtte de Haan In this paper we investigate how mothers and fathers living in culturally heterogeneous contexts learn about the practice of parenting. By applying a communities of practice perspective (Wenger, 1998; 2010) on the (re)construction of parenting practice postmigration, this study highlights the under-examined processes of social negotiation over meaning making and identity formation underlying cultural transformations within the family context. Using a discourse analytical approach embedded in an ethnographically inspired methodology, we include 1) in-depth social network interview data with 23 Moroccan-Dutch parents and 2) observational data of bottom-up parenting programme sessions taking place at participants' neighborhood-based migrant organizations. Analyses revealed how a social learning dynamic is at work when parents experience clashes at boundaries of cultural meanings. Navigating and negotiating multiple cultural frameworks in interaction with others, parents use and adopt renewed senses of belonging to claim direction in this cultural heterogeneity. As such, they re-interpret meanings in social learning interactions with others and create space to (re)construct parenting practices situated in their urban postmigration residence. This analysis exemplifies how applying a sociocultural learning approach to parenting postmigration reconsiders our understanding of parenthood as a social learning site on which renewed communities and ‘glocalized’ practices emerge.
       
  • Effects of an interculturally enriched collaboration script on student
           attitudes, behavior, and learning performance in a CSCL environment
    • Abstract: Publication date: June 2019Source: Learning, Culture and Social Interaction, Volume 21Author(s): Vitaliy Popov, Harm J.A. Biemans, Karen P.J. Fortuin, Arnold J.H. van Vliet, Gijsbert Erkens, Martin Mulder, Jos Jaspers, Yaoran Li People increasingly collaborate with others across cultures and distances with the help of technology. Bridging individuals via technology does not, however, ensure that the cultures of the individuals involved are similarly bridged. This study introduced an interculturally enriched collaboration script (IECS) to foster collaboration and to bridge intercultural differences when students were working in a computer-supported collaborative learning (CSCL) environment. A randomized, two group, pretest-posttest research design was used to compare the effects of the IECS with the effects of a general collaboration script (CS). The outcome variables were student attitudes towards online collaboration, online collaborative learning behavior, and learning performance of the culturally heterogeneous groups working in the CSCL environment. A total of 74 MSc students representing 22 countries worked in dyads on the environmental problem of biodiversity collapse. The IECS positively affected student attitudes towards online collaboration and their online collaborative learning behavior but not their learning performance. The IECS can thus be used to improve collaborative learning processes across cultures and distance in education.
       
  • Representations of students becoming as writers
    • Abstract: Publication date: Available online 15 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Allison Wynhoff Olsen, Jennifer VanDerHeide In order to study students' learning to write as becoming across time and modes, we study writing as an artifact of participation. We employ an intertextual method of analysis that foregrounds students' writing activity and traces back to curricular opportunities, classroom conversations, and classroom interactions while composing. We share how this analysis makes visible how four students across two classrooms were becoming as writers. This analysis complicates understandings of how students compose over time, redefines the writing process to a set of interrelated, relational and intertextual processes that collide around the classroom, and raises questions about how we might better enact teaching and assessment practices that account for ways students participate in becoming as writers.
       
  • What's brought along and brought about: Negotiating writing practices in
           two high school classrooms
    • Abstract: Publication date: Available online 11 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Brenton Goff, Ryan Rish This article presents two studies of students and teachers negotiating writing practices in two high school English classrooms in the United States. Both studies draw on a sociocultural framework of understanding writing as a social practice involving distributed, mediated, and dialogic processes of invention. Each study presents a different approach to investigating how writing practices are negotiated and how writing is produced related to that negotiation. Across the two studies, findings illustrate how the written texts students produce are a result of negotiations among historical writing practices students bring along, the sanctioned writing practices the teacher is attempting to bring about, and a myriad of other possible related issues. Considered together, the findings of the two studies have implications for understanding student writing as a negotiated relationship among multiple writing practices, social interactions with peers and teachers, and objects and artifacts at work within the writing events.
       
  • Tracing networked writing in an online community through resonance maps
    • Abstract: Publication date: Available online 8 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Matthew Hall, Amy Stornaiuolo Writing itself is important to examine in digitally connected spaces because it serves as one of the central ways people communicate and interact with each other. The method we outline in this paper brings together tools and frames from digital ethnography as well as visual arts and rhetoric in order to visually map emergent dimensions of youth's writing practices. We outline the creation of resonance maps that helped to visualize intertextual connections that were less immediately identifiable. Based on analysis of these resonance maps, we identified two patterns of habitual intertextuality in the Write4Change community - a common theme (persistence) and a common rhetorical practice (pairing image/text) - and how these patterns helped young people find common ground for their participation in the online community. Purposefully developing methods to trace both visible and less visible connections in online spaces helped us refocus attention on how writing moves and connects people and ideas – an important orientation in an increasingly divided world, as people must learn to communicate productively across physical, psychological, and ideological distances if they hope to address persistent issues facing the world.
       
  • ‘Writing across’ as a mode of research
    • Abstract: Publication date: Available online 6 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Kate Pahl
       
  • Mediation and boundary marking: A case study of making literacies across a
           makerspace
    • Abstract: Publication date: Available online 5 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Ann Shivers-McNair This paper draws on data from a year-long participatory ethnographic case study of a makerspace to argue for and articulate a methodology to account for dynamic boundary marking practices: what counts as “making,” what counts as “literacy,” who counts as “maker,” who counts as “literate.” Specifically, the author argues that in order to understand making and maker literacies, we have to understand boundary marks, because how we mark boundaries shapes what and who come to matter (both in a material and in a semiotic sense), which in turn shapes what and who get made, by whom, and for whom. Key to this methodology is a refiguring of mediation that draws on feminist and decolonial approaches to knowledge making and communication that emphasize the ongoing marking of boundaries of media, literacies, and bodies. To illustrate this methodology, the author traces becomings, un-becomings, and re-becomings of makers, literacies, tools, and relations across a makerspace. The author concludes by offering implications for further developing and adapting the methodology.
       
  • The role of critical incidents in the dialogical construction of teacher
           identity. Analysis of a professional transition case
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Carles Monereo
       
  • Dialogical approaches to learning: from theory to practice and back
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Giuseppe Ritella, Beatrice Ligorio
       
  • Idea-dying in critical ontological pedagogical dialogue
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Ana Marjanovic-Shane, Sohyun Meacham, Hye Jung Choi, Samanta Lopez, Eugene Matusov In our approach to dialogic pedagogy, the teacher aims to engage students in critical examination, development, and transcendence of their own ideas, values, desires, goals, emotions, perceptions, worldviews, and perspectives, support them in ‘internally persuasive discourse’ (Bakhtin, 1991; Matusov & von Duyke, 2010), in which ‘truth becomes dialogically tested and forever testable’ (Morson, 2004, p. 319). One of the problems for many dialogic pedagogy oriented teachers is that such critical dialogues are not guaranteed to always happen for each important idea. Although the suppression of ideas and repressive silence in traditional monologic classrooms are amply documented, idea-dying has not been sufficiently studied nor understood in educational approaches based on dialogue and promotion of student's voices. In this paper, we investigate the dialogic circumstances, relationships, and dynamics of testing ideas in dialogic education; circumstances under which students' voices are not heard, not willing to be expressed, and/or are suppressed, and thus die leading to oppressive, productive, or ambivalent silences. We describe and analyze three cases in our own classrooms with critical dialogic pedagogical orientation, in which dialogues nevertheless collapsed and ideas died.
       
  • Exploring the ontological dimension of dialogic education through an
           evaluation of the impact of Internet mediated dialogue across cultural
           difference
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Rupert Wegerif, Jonathan Doney, Andrew Richards, Nasser Mansour, Shirley Larkin, Ian Jamison It has been claimed that dialogic education implies a direction of change upon an ontological dimension from monologic closed identities in the direction of more dialogic identifications characterised by greater openness to the other and greater identification with the process of dialogue. This paper recapitulates that theory and then provides an empirical illustration of what it looks like in practice. In order to do this a methodology for researching the impact of dialogic education is outlined and applied to the evaluation of the impact of a programme designed to promote greater dialogic open-mindedness: the Tony Blair Institute for Global Change's Generation Global Project (GG) supports schools in over twenty different countries to engage in dialogue with each other through videos and blogs. The methodology put forward argues that the understanding sought by educational research is dialogic in that it emerges from the dialogue between inside and outside perspectives. The findings offer some clear evidence of a shift in identifications resulting from dialogue through the analysis of changes in online language use supported by interview evidence. This study suggests that a pedagogical intervention can produce identity change in the direction of becoming more dialogic and shows that it is possible to evaluate this change.
       
  • Children's experiencing of their transition from preschool to first grade:
           A visual narrative study
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Saara Salmi, Kristiina Kumpulainen Despite vast research on school transitions, less attention has been paid to understanding children's own sense-making of their transition from preschool to first grade. Drawing on sociocultural and dialogic approaches, this study addresses this gap by investigating children's experiencing (perezhivanie) of their school transitioning nested in the interaction between their motives and perceived demands. The data are derived from an ethnographic research project with 19 first-graders aged six to seven years old attending a Finnish primary school. The children were invited to draw their transition experiences and narrate their drawings to their peers and the researchers. The visual narrations were videotaped, transcribed, and analysed. The findings highlight the children's dialogic sense-making processes of their educational transitioning. The study reveals that the children's motives were related to opportunities to engage in physical activities, play, make relationships, and make sense of their changing positions and identities in relation to transitioning to primary school. The results also illuminate how the children actively created subversive spaces for pushing the demands of school rules and routines to fulfil their subjective motives. Altogether, the study demonstrates the potential of visual narrative methods in contributing to a nuanced understanding of children's sense-making of their school transitioning, including the dialogic processes of what it entails to become a ‘primary school child’.
       
  • Interconnections between the discursive framing of space-time and the
           interpretation of a collaborative task
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Giuseppe Ritella, Maria Beatrice Ligorio, Kai Hakkarainen The purpose of the present study was to examine the discursive framing of space-time in the context of a collaborative task in a higher education course. We employed the concept of chronotope, which was developed within the dialogical approach for a socio-cultural examination of space and time. We conducted participant observation at a media-design course in which students worked in groups to develop a project. We collected video-audio records of the students' activity and analysed qualitatively the students' interaction whenever we detected a link between the framing of space-time relations (chronotope) and the interpretation of the collaborative task. The analysis identified some aspects of chronotopes that appear tightly connected to the interpretation of the task: 1) the future-oriented envisioning of potential trajectories of engagement; 2) definitions of the time structure of the activity; 3) consideration of chronotopic constraints; 4) monitoring of the task; 5) focus on the present moment. Furthermore, we have found that the students had different assumptions concerning the space-time of the activity depending on their professional background. In sum, we argue that the framing of space-time is a further aspect of the context involved in the process of task interpretation, additional to the institutional aspects already identified by previous research.
       
  • Researching reinterpretations of educational activity in dialogic
           interactions during a fieldtrip
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Antti Rajala, Sanne F. Akkerman In this paper, we have conducted a detailed analysis of video-records of a class fieldtrip to an outdoor environmental education center to examine how the activity and its material context were interpreted, negotiated and sometimes contested in dialogic interactions between the students, teacher and two environmental educators. The findings shed light into the varied ways in which the different interpretations during the fieldtrip produced the forest and its surroundings as the material context of the activity. The findings also show how hybrid forms of activity were produced when the different interpretations collided and merged in the dialogic interactions among the actors. The study challenges existing ways of conceptualizing and researching school fieldtrips which to date have often disregarded the negotiation of diverse interpretations that participants make of the ongoing activity and its contexts. More generally, the study opens new ground for dialogical research approaches on learning and education by showing how an explicit focus on disjunctures between different interpretations of activity can shed light into the dynamics of the moment-to-moment production of emergent material contexts of activity.
       
  • Positionality in researching the dialogic self: A commentary on the
           possibilities for dialogic theory and pedagogy
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Peter D. Renshaw
       
  • Becoming professional through dialogical learning: How language activity
           shapes and (re-) organizes the dialogical self's voicings and positions
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Marie-Cécile Bertau, Andrea Tures Combining cultural-historical and dialogical theoretical approaches, we understand language and the self as dialogically related dynamic phenomena. Learning is a dialogic activity shaped by language activity. The specific forms of language that learning activity takes are at the core of our research, leading to a form sensitive concept of professional development. It addresses societal contexts and others as formative and highlights voicings as concrete forms experienced by learning subjects, traceable in the dialogues on the subject's activity. The case study presents the learning activities of early childhood education (ECE) students and teachers within university level training. Video stimulated reflection and interviews were taken as qualitative research strategies to investigate the positioning processes within the dialogical self of students reflecting on their pedagogical practices. With the “Teacher Interaction and Language Rating Scale” (Girolametto et al., 2000) we measured the interaction quality of the language activities in the classroom. The results illustrate the powerful dynamics of the dialogical learning activity: the kind of voicings emerging within the process of acquiring a ‘professional self’ and their effects on the self-transformative learning process. The ambivalence within learners' self is demonstrated, pointing to a genetic relationship between self-reflective and social positionings within the ECE community.
       
  • Dynamics between self and culture in school: A dialogical and
           developmental perspective
    • Abstract: Publication date: March 2019Source: Learning, Culture and Social Interaction, Volume 20Author(s): Sandra Ferraz de Castillo Dourado Freire, Angela Uchoa Branco Considering self-development a fundamental aspect of education, the study builds on a semiotic-cultural constructivist approach and the Dialogical Self Theory to make sense of the relationship between self-other-culture. The analysis of the educational trajectory of Ken demonstrated how dialogical relations supported the changes he experienced as a learner. The methodological design consisted of observations, focus group sessions and interviews during one year. The analysis of the various communicative interactions used the concept of positioning to address the relational basis of self-dynamics, the interface of human communication and self, and the interdependence of the semiotic affective system of the self and the community. Results of Ken's case suggested a significant change from an initial disruptive self-qualification as a student to the emergence of a confident voice about himself as an intelligent and capable learner. Analyses suggest teaching practices have the potential to mobilize meaning negotiations and active participation, positioning and counter-positioning, generating possibilities of integration of knowledge systems and self-development oriented to the future. The study claims that the dynamics between self and culture which leads to ontogenetic development are engendered by semiotic-affective social interactions; and that the quality of such interactions is the product of a long history of social mediation of self-meaning processes.
       
  • The emergence of children's interest orientations during early childhood:
           When predisposition meets opportunity
    • Abstract: Publication date: Available online 1 February 2019Source: Learning, Culture and Social InteractionAuthor(s): Carin L. Neitzel, Joyce M. Alexander, Kathy E. Johnson There is growing evidence that even prior to school, young children are capable of exhibiting enduring, persistent interests. Such interests have potential consequences for the child's learning and behavior in school, peer interactions, and later patterns of achievement. We investigated the relations among young children's early interests, personal characteristics, and home environments to examine distinctive predictive profiles among young children with various types of early interest orientations. We followed 109 children from age 4 to 5 years through bimonthly parent reports and comprehensive assessments of child, family and home characteristics. Four types of early interests were identified: conceptual, procedural, creative, and socially-oriented. Results indicated that children's interests are not simple reflections of personal styles or predispositions, but are socialized and supported through an array of parental and home factors.
       
  • A Flat CHAT perspective on transliteracies development
    • Abstract: Publication date: Available online 29 January 2019Source: Learning, Culture and Social InteractionAuthor(s): Anna Smith, Paul Prior Examining two longitudinal cases of writing development, we argue for a Flat CHAT (cultural-historical activity theory) perspective on transliteracies development that focuses attention on laminated assemblage—how times, spaces, artifacts, and people converge in complex and unfolding trajectories of becoming. The first case focuses on Nora, a post-doctorate biologist working on the behavioral neuroendocrinology of birds' sociality. Based on life-history and text-based interviews, observations, and texts reaching back to elementary school, the analysis explores how a laminated history of semiotic engagements have formed her ways of being-in-the-world as a biologist. Drawing on a larger connective ethnographic study of writing development, the second case focuses on the distributed becoming of an out-of-school organization. Based on interviews with focal young men from the larger study, their peers, and mentors; fieldnotes from two years of observations; and youths' compositions, the analysis traces genesis and disruption across time-space scales. In both cases, we see a host of becomings, where each element of the assemblage is deeply shaped by diverse histories, in intra-active flux (not finalized or isolated) in the moment, and spinning off, changed, into emergent futures.
       
  • Triggering and maintaining interest in early phases of interest
           development
    • Abstract: Publication date: Available online 23 December 2018Source: Learning, Culture and Social InteractionAuthor(s): K. Ann Renninger, Jessica E. Bachrach, Suzanne E. Hidi This article reports on the complexities of triggering and maintaining interest, a process that is initiated when something catches the attention of a learner. Triggering interest (the initiation of the psychological state of interest) can occur in both earlier and later phases of interest development. However, in this study we focus on this process in earlier phases of interest development. Findings from a study of the activity of eight, Black, inner-city, middle school-age participants in an out-of-school biology workshop are described. We address the identification and generalizability of potential triggers for interest across activities and explore the relationship between triggers for interest and learner characteristics. Taken together, findings from the study suggest that learners do not perceive and respond identically to potential triggers for interest; and that the triggering process is nuanced by particular activity, and the readiness of the learner to respond.
       
  • Affective atmospheres and skatepark sessions: The spatiotemporal contours
           of interest
    • Abstract: Publication date: Available online 22 December 2018Source: Learning, Culture and Social InteractionAuthor(s): Ty Hollett, Robert Hein
       
  • Theorising young children's interests: making connections and
           in-the-moment happenings
    • Abstract: Publication date: Available online 12 December 2018Source: Learning, Culture and Social InteractionAuthor(s): Liz Chesworth Global perspectives of early childhood education are increasingly mediated by an instrumental discourse associated with standardised notions of knowledge acquisition. However, an alternative discourse for early childhood emphasises the importance of learning experiences that are responsive to the diverse interests that children enact in their play. In this article I argue that instrumentalism reproduces binary conceptualisations of knowledge through which curriculum content privileges universal forms of knowledge over the locally situated knowledge which is mediated by children's interactions and intra-actions within fluid and overlapping social, cultural and material contexts. Drawing upon an episode of play from an early years classroom in England, this paper explores three different ways in which the notion of ‘interest’ can be conceptualised and positioned in relation to young children's learning, knowledge and ways of knowing. In so doing, the paper poses critical questions regarding ‘what counts’ as valid knowledge and as legitimate modes of becoming knowledgeable. I suggest that interests are constituted by a combination of children's intentional motivations to make connections with sociocultural repertoires and the unpredictable, in-the-moment happenings that emerge through intra-activity in early childhood learning environments.
       
  • Patterns of dialogic teaching in kindergarten classrooms of Finland and
           the United Arab Emirates
    • Abstract: Publication date: Available online 7 December 2018Source: Learning, Culture and Social InteractionAuthor(s): Heli Muhonen, Eija Pakarinen, Marja-Kristiina Lerkkanen, Lydia Barza, Antje von Suchodoletz The present study explored patterns of dialogic teaching in kindergarten classrooms across two countries with different educational systems and cultural backgrounds: Finland and the United Arab Emirates (UAE). In each country, transcripts of thirteen learning sessions were analyzed by identifying episodes of educational dialogue and categorizing them with regard to previously identified patterns of dialogic teaching. Results showed that teachers, rather than students, initiated dialogue. Further, teacher-initiated teaching dialogue of high quality was the dominant dialogue pattern. Comparisons across countries revealed less educational dialogue and more teacher-initiated questions in classrooms in the UAE, while more open space for sharing thoughts was found in kindergarten classrooms in Finland. The findings suggest variations in the structure of educational dialogue and instructional practices in kindergarten classrooms across contexts.
       
  • The “fullness of life”: Learner interests and educational
           experiences
    • Abstract: Publication date: Available online 7 December 2018Source: Learning, Culture and Social InteractionAuthor(s): Helen Hedges It is well-established that personal interests drive motivation and engagement in human endeavours. How might educational settings recognise and tap into these interest-fuelled motivations to promote and extend learning' Where there is a play-based curriculum in early childhood education interests-based approaches may be possible. Such approaches may be more challenging to enact within the more prescriptive curricula, assessment regimes, and accountabilities schooling commonly operates within that perhaps neglect a holistic approach to learning. In a study using narrative methodology in Auckland, New Zealand, young adults described the significant interests they had through their lives, ways these were drawn on—or otherwise—during their education, and their influence on extra-curricular activities, tertiary education, and early career planning. Two illustrative cases point to the significant people, places, and things that shaped the educational experiences and learning identities in the particular historical, social, and cultural contexts each participant grew up in. The paper argues that personal interests are a complex phenomenon that arise from, and develop over time within multifaceted historical, social, and cultural contexts and relationships. It invites deeper definitions of interests common in early childhood education and raises cautions around the ways interests might occupy more attention in schooling.
       
  • Health literacy as knowledge construction: Learning about health by
           expanding objects and crossing boundaries in networked activities
    • Abstract: Publication date: Available online 7 December 2018Source: Learning, Culture and Social InteractionAuthor(s): Zoe Nikolaidou, Theres Bellander In this paper we examine health literacy as a set of practices that unfold in networked activity systems. Focusing on the literacy practices of pregnant couples and parents of children with heart defect, we show that they participate in multiple activities with the object of constructing knowledge about the child's condition. The contexts for these activities are doctor-patient consultations and the parents' online searching and sharing. The study builds on ethnographic interviews, recorded medical consultations and collection of texts from online forums, blogs and social media. An analysis based on literacy practices and activity theory shows that these activities enable parents' learning, but they can also be restricting as to the mediating tools they provide and the rules that dictate the tools. Additionally, the object of learning about heart defect is not always clearly formulated and stable but it keeps alternating and expanding. As a result, the parents cross boundaries between activities with different mediating tools, rules and communities and thereby different possibilities for learning. We show that doing health literacy is comprised by a set of recontextualised practices of looking for medical and experiential knowledge and it is by a combination of the two that meaningful learning is achieved.
       
  • Learning for the future: Insights arising from the contributions of Piotr
           Galperin to the cultural-historical theory
    • Abstract: Publication date: Available online 6 December 2018Source: Learning, Culture and Social InteractionAuthor(s): Irina Engeness, Andreas Lund The contribution of Piotr Galperin (1902–1988) to cultural - historical theory and related approaches to pedagogy remains little known in the West and is often reduced to listing the phases of the formation of mental actions. In this paper, introducing this Special Issue centred on four of his lectures given in the period 1970s–80s to psychology and philosophy students at Moscow State University, we attempt to position his contribution in the context of those made by Vygotsky, Leontiev and Davydov. In doing so, we offer an insight into the richness of Galperin's legacy and show the continuity in the research of these cultural-historical scholars. We argue that the contribution of Galperin has particular importance for understanding learning and teaching as a process of the development of learners. In particular, Galperin has explicated the dialectical nature of the process and has conceptualised learning and teaching as a specific type of orienting activity. In taking this line, Galperin's approach offers significant implications for pedagogical practices aimed at educating learners for the 21st century. We argue that Galperin's legacy presents invaluable potential for educational research and practice as an analytic resource for understanding how both students and teachers engage in the processes of learning, teaching and development.
       
  • A pedagogy for interest development: The case of amateur astronomy
           practice
    • Abstract: Publication date: Available online 6 December 2018Source: Learning, Culture and Social InteractionAuthor(s): Flávio S. Azevedo This special issue of Learning, Culture and Social Interaction (LCSI) calls for conceptualizing interests as a learning phenomenon so that accounts of thought processes can be more faithful to the “fulness of [one's] life” (Vygotsky, 1978, p. 10). I address such a call by investigating the pedagogy of the hobby of amateur astronomy. Hobbies are widely regarded as prototypically interest-driven practices, and thus probing how they structure opportunities for participation and learning can provide deep insights into the nature of interests and their relationship to learning. By choosing the lens of pedagogy, furthermore, I pursue two additional goals. Opportunistically, I seek to fill the dearth of studies on pedagogies for interest development and to illustrate an empirical approach to doing so. Strategically, the focus on pedagogy necessitates a close attention to teaching and learning phenomena and therefore may more readily be appropriated by practitioners.
       
  • Children's interests in the early years classroom: Views, practices and
           challenges
    • Abstract: Publication date: Available online 6 December 2018Source: Learning, Culture and Social InteractionAuthor(s): Maria Birbili Early childhood teachers' understanding of interest as a learning phenomenon often comes from brief references in textbooks and curriculum documents. This can create a gap between rhetoric and the reality of practice. The study presented here aimed to explore how teachers conceptualize children's interests in early years curriculum and appropriate related curriculum guidelines in their practice. It responds to calls in the literature for more studies on teachers' knowledge and decision making in creating curricula that build on children's interests and contributes to a burgeoning literature that takes a critical approach to a ‘taken for granted’ practice of early childhood education. Data were collected through semi-structured, open-ended interviews and analysis of the official Greek early childhood curriculum. Twenty-one early childhood teachers working in Greek public kindergartens participated in the study. Results show that differences in the way teachers respond to children's interests in the classroom may be associated with differences in teachers' perceptions of what counts as worthwhile knowledge for preschool children, teachers' image of children and teachers' conceptualization of young children's interests. The paper concludes that while the rhetoric of following children's interests is well established, teachers need a stronger base of professional knowledge on the topic.
       
  • Narrative and conversational manifestation of contradictions: Social
           production of knowledge for expansive learning
    • Abstract: Publication date: Available online 1 December 2018Source: Learning, Culture and Social InteractionAuthor(s): Silvia Ivaldi, Giuseppe Scaratti The paper presents a formative intervention realized in Italy through which the authors highlight how participants develop transformative agency inside collective situations. The authors attempt to illustrate how the use of narrative and conversational material allows the identification, recognition, and elaboration of the organizational contradictions in formative interventions. The paper addresses the early steps of expansive learning (i.e., questioning and analyzing the situation), focusing on the emergence of conflicting motives and crises stemming from the practitioners' lived activity. The study explores the potential that stories and narratives used as mirror materials have in enhancing dialogue and sense making processes through which professional are able to examine conventional practices and evaluate habitual ways of seeing and behaving. The authors conclude the paper by discussing potentials and limits in the use of narrative accounts inside formative interventions.
       
  • Interest development and learning in choice-based, in-school, making
           activities: The case of a 3D printer
    • Abstract: Publication date: Available online 30 November 2018Source: Learning, Culture and Social InteractionAuthor(s): Kay E. Ramey, Reed Stevens Integrated STEAM (science, technology, engineering, arts, and math) making activities have become increasingly popular in recent years. Many tout their benefits for STEAM interest development. However, we know relatively little about how these activities cultivate STEAM interests or about the relation between interest development and learning. This paper examines these issues in the context of one set of in-school, choice-based, STEAM making and learning environments, FUSE Studios. Drawing on sociocultural approaches to interest development, we present the case of one student's interest pathway through FUSE. By the end of the schoolyear, this student had developed an interest in and was recognized as a relative expert at 3D printing. She also connected this interest in 3D printing to a career aspiration to “help cancer kids and become a doctor for them”. Drawing on ethnographic observations and microanalysis of video-recordings, we trace her year-long interest pathway through FUSE to understand how her interests, in interaction with the socio-material context of FUSE, shaped her learning. We argue that the choice-based nature of FUSE allowed her to pursue her interests, organize her own learning, and consequently, cultivate STEAM interests and learning.
       
  • Tensions for primary school pupils when working with multiplication tools
    • Abstract: Publication date: Available online 26 November 2018Source: Learning, Culture and Social InteractionAuthor(s): Odd Tore Kaufmann This article investigates the use of tools in elementary classrooms, highlighting possible tensions that exist when pupils discuss the relationship between physical and intellectual tools while working on multiplication. By analysing the data from three consecutive introductory lessons in eight third-grade classrooms, the aim is to contribute to research and conceptualisation around pupils' tensions in appropriating multiplication. The analysis provides examples of tensions that arose when pupils were required to relate a given physical tool to mathematical symbols, but tensions also exist when the pupils master the use of symbols in multiplication but fail to associate them with physical tools. An important finding is that tensions occur when pupils apply their experiences adding by using tools, the reason being that the same tools are often used in several topics. Another finding is that tensions occur between multiplication and addition when using tools. Some pupils are unable to use tools properly and have problems with the different meanings of repeated addition and multiplication.
       
  • Instructions in horseback riding - The collaborative achievement of an
           instructional space
    • Abstract: Publication date: Available online 13 November 2018Source: Learning, Culture and Social InteractionAuthor(s): Susanne Lundesjö Kvart
       
  • The contributions of Mariane Hedegaard to child development studies,
           cultural-historical research and education
    • Abstract: Publication date: Available online 13 November 2018Source: Learning, Culture and Social InteractionAuthor(s): Anne Edwards, Marilyn Fleer, Paula Cavada-Hrepich
       
  • Promoting intercultural sensitivity and classroom climate in EFL
           classrooms: The use of intercultural TV advertisements
    • Abstract: Publication date: Available online 30 October 2018Source: Learning, Culture and Social InteractionAuthor(s): Samira Tirnaz, Mehry Haddad Narafshan Given the importance of intercultural exposure in English language teaching (ELT), the current mixed methods classroom-based study investigated whether the implementation of intercultural TV advertisements could contribute to improving the intercultural sensitivity, and have a positive impact on classroom climate in the English as a foreign language (EFL) context of Iran. To address the mentioned issue, two intact classes were assigned to control and experimental group, each containing thirty seven students. This quasi experimental study was implemented on the pre-test-post-test equivalent-group design. Descriptive and inferential analyses of the collected data, over a six-month period, revealed that the experimental group significantly outperformed the control group on the scales of ICS skill which reflects that the use of intercultural TV ads appears to provide a brilliant opportunity for the students to notice, accept, and respect cultural diversities. A change was also observed in the climate of experimental group classroom. Ads positively affected the classroom climate and encouraged a more flexible environment since the students learned to understand and value differences, and work with and support the classmates who held different attitudes.
       
  • Creating relevant and supportive developmental conditions for children and
           youth with disabilities
    • Abstract: Publication date: Available online 8 October 2018Source: Learning, Culture and Social InteractionAuthor(s): Louise Bøttcher This article aims to conceptualize how young people with severe disabilities can be supported in their development as social participants. Hedegaard assigned a pivotal role to the concepts of value positions, demands and motives in her wholeness approach. This conceptual approach guides the analysis of a study of young people with severe disability and highlights how parents develop their motives from the societal value position of inclusion and the general aim ‘to give their child the opportunity to realise his or her potentials’. The concept of moral imagination is used to explore the interrelation between imagination – what ought to be - and development of motives that lead parents and professionals to envision possibilities in the other person and direct their activity. Moral imaginations were shaped by societal offers, trajectories and technologies in different activity settings, but at times breaking with them and creating wholly new opportunities, thus illustrating another point of Hedegaard: How persons can impact on and reshape their activity settings. Relevant and supportive developmental conditions for children and young people with severe disabilities require partners willing to engage in mutual imagining of how the future ought to be and role-modelling how they can make active and socially oriented demands in their social settings.
       
  • A primer on emergence and design in learning communities: A conceptual
           orientation whose time has come
    • Abstract: Publication date: Available online 5 September 2018Source: Learning, Culture and Social InteractionAuthor(s): Filitsa Dingyloudi, Jan-Willem Strijbos In this conceptual paper, the notions of Communities of Practice, as representative (self-) emergent learning communities, and Communities of Learners, as representative (instructionally) designed learning communities, are examined in accordance with their original theoretical conceptions and specifications. By unravelling the conceptualizations of Communities of Practice and Communities of Learners through the lens of emergence and design in social learning structures, this paper aims to serve as a springboard for practitioners and researchers to systematically consider the aspects of emergence and design when “orchestrating” and/or supporting learning communities in or beyond educational settings. Instead of an a priori designation of a learning community notion to an existing community or a community to be, researchers and practitioners should consider the aspects of emergence and design by reflecting on at least the following questions: Is the learning community of interest emergent and self-organized or is it to be intentionally and prescriptively formed' And, what does this imply for research and practice'
       
  • Parental perception and English Learners' mobile-assisted language
           learning: An ethnographic case study from a technology-based funds of
           knowledge approach
    • Abstract: Publication date: Available online 31 August 2018Source: Learning, Culture and Social InteractionAuthor(s): Yan Chen, Hayley J. Mayall, Cindy S. York, Thomas J. Smith
       
  • The intertwined effect of collaborative argumentation and whole-class talk
           on the process of scientific concept learning: A case study
    • Abstract: Publication date: Available online 31 July 2018Source: Learning, Culture and Social InteractionAuthor(s): Antonia Larrain, Paulina Freire, Valeska Grau, Patricia López, Camila Moran There is compelling evidence to show that peer argumentation prompts student scientific concept development at different ages. However, there is also evidence that when students discuss their ideas with their peers, the gains are delayed rather than being immediately evident. Moreover, group outcomes do not seem to be related to individual gains. It is hypothesized that peer discussions trigger a metacognitive process that, in turn, prompts the post-collaborative settlement of students' differences. In classroom settings, it is likely that whole-class interaction plays a relevant role, but this has not yet been properly explored. We conducted a case study with the aim of describing how whole-class interaction may contribute to students' knowledge transformation initiated during peer discussions. We followed one group of four students during a whole unit (Forces) and described how progressive small-group and whole-class interactions prompt the transformation of some notions (gravity and magnetic force) from pre- to post-tests, while leaving others almost unchanged. The results suggest that, while rich peer argumentation around contradictory ideas (discussion) followed by repetitive whole-class arguments may contribute to the progressive transformation of scientific ideas, the mere expression of contradictory ideas, involving tangential argumentation and followed by authoritative whole-class corrections but no arguments, only partially leads to changes. The internalization of the whole-class argument facilitated by peer discussions may enable students to reason in new situations.
       
  • “Explain it on the blackboard”. An analysis of the educational
           interaction in mirror assessment activities
    • Abstract: Publication date: Available online 23 July 2018Source: Learning, Culture and Social InteractionAuthor(s): Manuel Montanero, Maria-João Marques
       
  • Importance of friendship. An overlooked predictor of heritage language
           skills and cultural knowledge in teenagers of Polish origin in Germany
    • Abstract: Publication date: Available online 23 July 2018Source: Learning, Culture and Social InteractionAuthor(s): Hanna Pułaczewska
       
  • Teachers, tools and accountable practices. Engaging with a wiki blog as a
           learning resource
    • Abstract: Publication date: Available online 20 July 2018Source: Learning, Culture and Social InteractionAuthor(s): Camilla Wiig, Anne Line Wittek, Ola Erstad
       
  • Talking, reading, and writing like an educational psychologist: The role
           of discourse practices in graduate students' professional identity
           development
    • Abstract: Publication date: Available online 12 July 2018Source: Learning, Culture and Social InteractionAuthor(s): John Jongho Park, Diane L. Schallert This study explored the role played by the development of discourse practices specific to a discipline in the professional identity development of graduate students. Qualitative methods were used to track 34 students at different stages of their doctoral programs, marked by important signposts of progress in their graduate studies in educational psychology. Grounded theory methods led to two themes: (a) students recognizing to varying degrees the need to change their ways of talking, reading, and writing, grounded in experiences with coursework, research activities, practicum sites, and various writing projects; and (b) formal and informal learning communities acting as sites to encourage students' development of disciplinary communication skills, including oral and written forms, as well as their professional identity. Findings highlighted how social science graduate students, throughout their program, developed their professional identity even as they acquired disciplinary discourse practices relevant to various professional situations they encounter.
       
  • Conceptualizing meaningful education: The voices of indigenous parents of
           young children
    • Abstract: Publication date: Available online 4 July 2018Source: Learning, Culture and Social InteractionAuthor(s): Marika Matengu, Riitta-Liisa Korkeamäki, Ailie Cleghorn The current study was conducted in rural Namibia by interviewing seventeen parents of pre-primary learners in an indigenous community. Interview data was analyzed qualitatively to identify advantages of education that parents found worth pursuing and supporting. The study revealed that current education models do not correspond to indigenous understanding of meaningful education, which is to equip children to effectively transition from the indigenous community to the future in the modern world. The findings suggest that parents' freedom to choose and influence education they find meaningful is limited to dominant education models mainly informed by the Global North. The development of indigenous education requires building meaningful parental participation that informs educational models. Drawing from theories of social justice, this study responds to strategies advocated to solve the quality crisis in educationally marginalized contexts and the challenge of education planners to ensure that education becomes a catalyst for social justice.
       
  • Promoting self-determination for students with intellectual disability: A
           Vygotskian perspective
    • Abstract: Publication date: Available online 25 May 2018Source: Learning, Culture and Social InteractionAuthor(s): Veerle Garrels, Patrik Arvidsson Despite weak correlations between IQ scores and self-determination, research indicates that individuals with intellectual disability (ID) show lower levels of self-determination than their non-disabled peers, and that they experience lower effects of self-determination interventions. From a Vygotskian perspective, self-determination skills can be considered complex cognitive abilities that develop through social interaction with and adequate scaffolding by competent tutors. This approach raises the need to look into how self-determination interventions can be adapted to the cognitive profiles of individuals with ID. In this article, the Self-Determined Learning Model of Instruction was used with eight adolescents with mild ID over a three-month period. Typical challenges that were encountered are described, and suggestions for how these challenges can be addressed are discussed. Findings from this study illustrate how the development of self-determination skills may be facilitated when there is congruence between the individual's neurobiological development and the social conditions for development.
       
  • Myths about bilingual learning in family life settings: Werner Leopold's
           child language biographies and contemporary work on children's play
           practices
    • Abstract: Publication date: Available online 3 May 2018Source: Learning, Culture and Social InteractionAuthor(s): Karin Aronsson In four volumes, Werner Leopold documented his first child's acquisition of German and English (e.g. 1939; 1949). In this article I problematize contemporary myths about bilingualism that partly date back to Leopold's pioneering work and his theorizing about the one-language/one-person method of language development. Notably, this method worked for his first-born, but not for his second child, whose very existence has often not been noted. A dyadic bias – privileging the study of one parent/one child – has led to a neglect of the role of siblings and peers. Moreover, a cognitive bias has led to an under-analysis of the role of play in language acquisition. On the basis of work on play practices and activity settings, this paper addresses these biases, highlighting the role of social demands and play communities for multilingual development. Several explanations are presented for why Leopold's second child did not speak German. In foregrounding the social situation of development and the role of play, this paper advocates more holistic approaches, including the study of hybrid improvisations in everyday practices.
       
  • Motive orientations at work
    • Abstract: Publication date: Available online 27 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Kasper Munk Hedegaard's cultural-historical research offers unique resources for understanding motivation in institutional practices. While Hedegaard's work predominantly focuses on the motive orientations children pursue in their everyday activities, this article argues that her theoretical and methodological approach enables the unpacking of what constitutes the motivation of adult professionals. The article first provides a brief review of the growing body of research that uses Hedegaard's approach for the study of professionals. Then, drawing on a study of teacher decision-making in an English secondary school, it presents an adaptation of Hedegaard's approach which allows for analysis of moment-by-moment shifts in professionals' motive orientations. Instead of viewing work motivation in terms of fluctuation in professionals' commitments to general and analytically pre-specified goals, the article offers an approach that examines motivation as continuously shifting relationships between professionals and their work.
       
  • Research and activist projects of resistance: The ethical-political
           foundations for a transformative ethico-onto-epistemology
    • Abstract: Publication date: Available online 25 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Anna Stetsenko The core argument in this paper is that all research schools and theoretical frameworks carry with them – and, importantly, also within them, as their inherent dimensions – particular ethical orientations (systems of values and ethical endpoints) tailored to and derivative from socio-political and ultimately, practical projects in which research uniquely gains its concreteness and meaning. These projects can be differentiated along the axis either of supporting (explicitly or implicitly) the status quo by taking it for granted and not challenging its reigning assumptions or, alternatively, aiming at transcending it through resistance and social transformation. These systems of values and orientations, or a sociopolitical ethos, indelibly color all other elements and dimensions of inquiries such as their ontologies and epistemologies, forming a unified ethico-onto-epistemology. Cultural-historical theory, under certain expansions and upgrades, is a paradigmatic case for advancing this position, with Hedegaard's works seen as sharing Vygotsky's broadly defined sociopolitical ethos which sheds light on her approach's significance and promise. To establish the centrality of ethico-onto-epistemology, a revision of the constitutional framework that could enable it, away from assumptions of passivity, accommodation, and adaptation, is required. A Transformative Activist Stance paves the way to understand knowledge production as always embedded within activist pursuits of broad social projects beyond the narrow confines of academia while embracing transformative agency grounded in political imagination and commitment to resistance and radical social transformation.
       
  • Children's perspectives and institutional practices as keys in a wholeness
           approach to children's social situations of development
    • Abstract: Publication date: Available online 19 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Mariane Hedegaard This article addresses a dilemma in relation to researching children's thinking and concept formation as an intentional process of competence acquisition and at the same time seeing children as persons in their life contexts, where the researcher also is a participant. Davydov's concept of theoretical knowledge and thinking helped me to tackle this dilemma as a dialectical process of moving from the general to the particular and back again by analysing children's concrete social situations starting from the societal conditions, then examining institutional objectives, and children's motive orientations in activity settings - in order to gain an understanding of children's social situations in their everyday activities.In this article I illustrate the problems of getting knowledge of children's conceptual and motivation development, by drawing on several of my research projects to illustrate, through my own biographic development, the dilemmas that psychology has to overcome in studying children's activities in their different social situations. The discussion particularly relates to the potential demands of the situation and children's motive orientations in these situations.
       
  • How robots challenge institutional practices
    • Abstract: Publication date: Available online 19 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Cathrine Hasse In a globalized world, tools are not what they used to be. Artefacts are material and ideal, but they are often used by people other than those who made them, creating a culture-culture split. The person who creates an artefact perceives it in one way; whereas the people who use it learn how to perceive it in relation their own activity settings and local institutional practices. In this article, I draw on a recent study of the introduction of a robot helper into the activity setting of a Danish rehabilitation centre to examine this split and to identify the processes by which material artefacts may or may not become embedded within cultures. The study traced how the staff at the centre made efforts to find uses for the robot, but ultimately recognised that they needed to reject it, as the demands made by the technology prevented their pursuing what they saw as the primary purposes of the centre. The analyses of the processes in play during attempts at accommodating and then rejecting the robot were informed by Hedegaard's seminal framing of the relationships between activity settings with their histories and motives and the institutional practices within which they are located. The study ultimately concluded that overarching motives of the everyday work of the staff determined whether they included the material artefact, the robot, in their activities as meaningful, or excluded it as meaningless.
       
  • Agency, common knowledge and motive orientation: Working with insights
           from Hedegaard in research on provision for vulnerable children and young
           people
    • Abstract: Publication date: Available online 17 April 2018Source: Learning, Culture and Social InteractionAuthor(s): Anne Edwards The starting point for the discussion in this article is Hedegaard's extension of the work of Leont'ev on the recursive interplay of person and society. Hedegaard locates the salient aspects of the social conditions in the dialectic of mind and society in institutional practices, with recurrent demands that participants find they need to orient towards. This insight places a strong focus on the challenges of entering new practices or moving between practices. Edwards' concept of common knowledge is introduced as a resource that can mediate such transitions. Links between the idea of common knowledge, comprising the motives of actors in different practices, and Hedegaard's work on institutional demands and personal motive orientation are drawn. The explanation is given through the discussion of key ideas in two research studies: an examination of new forms of inter-professional working in schools in Chile; and a UK study of young people with autistic spectrum conditions who are making the transition into the workplace. Attention is also paid to Hedegaard's methodological contributions to the field, in particular, her focus on following the action of key informants in order to gauge their motive orientation and the how they orient themselves to the recurrent demands of the practices they are entering.
       
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


Your IP address: 3.226.97.214
 
Home (Search)
API
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-