| The table of contents
Vladimir Ageyev, Elena
Bodrova, Seth Chaiklin, Anne DiPardo, Kieran Egan, Natalia
Gajdamaschko, Hartmut Giest, Boris Gindis, Jacques Haenen,
Yuriy V. Karpov, Alex Kozulin, James P. Lantolf, Carol D.
Lee, Deborah J. Leong, Carol S. Lidz, Joachim Lompscher, Holbrook
Mahn, Suzanne M. Miller, Carolyn P. Panofsky, Pedro R. Portes,
Christine Potter, Jean Schmittau, Hubert Schrijnemakers, Job
Jennifer A. Vadeboncoeur, Galina Zuckerman
has two major objectives.
First, to present Vygotskian
educational theory in a systematic and comprehensive way that
is user friendly on one hand, and dispels many popular
misconceptions regarding this theory
on the other.
Second, to provide educational
researcher with concrete examples of classroom application
"Within the last two decades or so, we have witnessed
emerging educational practices based on Vygotskys theory.
In this volume, we made an attempt to bridge Vygotsky's scientific
legacy with educational and remedial practices that have become
embedded into the cultural milieu.
I hope that this book
not only contributes to a knowledge base of Vygotsky's ideas,
but also influences the mindset of the practitioners in the
field: teachers, psychologists, school administrators, remedial
book is a serious attempt to bridge together modern
cross-cultural psychology and multicultural education
with the Vygotskian sociocultural approach.
I hope it will become a good resource for a number
of courses dedicated not only to Lev Vygotsky himself,
but to a much broader range of cultural issues in
education, as well."
"This is the cutting-edge, comprehensive
book on Vygotsky's theory and practice that I was looking
for (and could not find) when I began teaching a course called
Sociocultural Views of Instruction and Learning a few years
I'm so glad it now exists."