Pub Date : 2020-07-21DOI: 10.1080/10749039.2020.1779304
M. Espinoza, Shirin Vossoughi, M. Rose, Luis E. Poza
ABSTRACT Meaningful participation (i.e., substantive involvement in socially vital activities) and educational dignity (i.e., the multifaceted sense of a person’s value generated via substantive intra- and inter-personal learning experiences that recognize and cultivate one’s mind, humanity, and potential) are vital and interrelated social phenomena. Conceptually, the two are salient for research related to learning and educational rights. Accordant with a cultural-historical framework, we have adopted and modified a social interactional methodological approach that allows us to set forth indicia of meaningful participation and educational dignity. To achieve these ends, we examine two information sources: 1) audio recordings of a 1962 voter registration workshop in the Southern United States; and 2) audio-video recordings of a college preparatory program for high school-age migrant students in California during the early 2000s called the Migrant Student Leadership Institute. Close examination of interactions in both spaces reveals the moment-to-moment unfolding of meaningful participation and educational dignity.
{"title":"Matters of participation: notes on the study of dignity and learning","authors":"M. Espinoza, Shirin Vossoughi, M. Rose, Luis E. Poza","doi":"10.1080/10749039.2020.1779304","DOIUrl":"https://doi.org/10.1080/10749039.2020.1779304","url":null,"abstract":"ABSTRACT Meaningful participation (i.e., substantive involvement in socially vital activities) and educational dignity (i.e., the multifaceted sense of a person’s value generated via substantive intra- and inter-personal learning experiences that recognize and cultivate one’s mind, humanity, and potential) are vital and interrelated social phenomena. Conceptually, the two are salient for research related to learning and educational rights. Accordant with a cultural-historical framework, we have adopted and modified a social interactional methodological approach that allows us to set forth indicia of meaningful participation and educational dignity. To achieve these ends, we examine two information sources: 1) audio recordings of a 1962 voter registration workshop in the Southern United States; and 2) audio-video recordings of a college preparatory program for high school-age migrant students in California during the early 2000s called the Migrant Student Leadership Institute. Close examination of interactions in both spaces reveals the moment-to-moment unfolding of meaningful participation and educational dignity.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"27 1","pages":"325 - 347"},"PeriodicalIF":1.9,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1779304","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41489490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10749039.2020.1794008
Bronwyn Parkin, Helen Harper
ABSTRACT The complementary theories of Vygotsky, Halliday, and Bernstein are applicable in all fields of human activity. Our interest is in the education field, specifically pedagogy for marginalized students. In analyzing classroom interactions, we draw on all three theories. From these comes an understanding of the broadest goals of education, that is culture and social inclusion, and the central role of language in participation in activity systems. In this paper, we expand on the aspects of the complementary theories drawn on for our work. Through extracts of classroom dialogue, we demonstrate how the theories support our tracking of effective pedagogy.
{"title":"The application of three exotropic theories in education","authors":"Bronwyn Parkin, Helen Harper","doi":"10.1080/10749039.2020.1794008","DOIUrl":"https://doi.org/10.1080/10749039.2020.1794008","url":null,"abstract":"ABSTRACT The complementary theories of Vygotsky, Halliday, and Bernstein are applicable in all fields of human activity. Our interest is in the education field, specifically pedagogy for marginalized students. In analyzing classroom interactions, we draw on all three theories. From these comes an understanding of the broadest goals of education, that is culture and social inclusion, and the central role of language in participation in activity systems. In this paper, we expand on the aspects of the complementary theories drawn on for our work. Through extracts of classroom dialogue, we demonstrate how the theories support our tracking of effective pedagogy.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"27 1","pages":"233 - 248"},"PeriodicalIF":1.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1794008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49475292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10749039.2020.1781898
J. R. Martin
ABSTRACT This paper explores a potential avenue of dialogue between Systemic Functional Linguistics (SFL) and Cultural Historical Activity Theory (CHAT), namely genre. SFL's approach to modeling genre is briefly introduced, and key discourse analyses informing genre description are reviewed. Subsequently, the approach is illustrated with respect to analysis of a text from a tertiary law lecture, specifically a legal exemplum genre. The paper closes with commentary on some possible misunderstandings that might stand in the way of practical applications interfacing SFL and CHAT research.
{"title":"Genre and activity: a potential site for dialogue between Systemic Functional Linguistics (SFL) and Cultural Historical Activity Theory (CHAT)","authors":"J. R. Martin","doi":"10.1080/10749039.2020.1781898","DOIUrl":"https://doi.org/10.1080/10749039.2020.1781898","url":null,"abstract":"ABSTRACT This paper explores a potential avenue of dialogue between Systemic Functional Linguistics (SFL) and Cultural Historical Activity Theory (CHAT), namely genre. SFL's approach to modeling genre is briefly introduced, and key discourse analyses informing genre description are reviewed. Subsequently, the approach is illustrated with respect to analysis of a text from a tertiary law lecture, specifically a legal exemplum genre. The paper closes with commentary on some possible misunderstandings that might stand in the way of practical applications interfacing SFL and CHAT research.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"27 1","pages":"216 - 232"},"PeriodicalIF":1.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1781898","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42867150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10749039.2020.1809678
B. Ferholt, Ivana Guarrasi, Alfredo Jornet, B. Nardi, Antti Rajala, J. Williams
In support of social movements that fight for freedom and liberation, and against racial and ecological injustices, we take the opportunity to reaffirm our commitment to scholarship that cares abou...
为了支持为自由和解放而战的社会运动，反对种族和生态不公正，我们借此机会重申我们对关心。。。
{"title":"Long-term and current concerns in CHAT scholarship, and a dedication to Gordon Wells","authors":"B. Ferholt, Ivana Guarrasi, Alfredo Jornet, B. Nardi, Antti Rajala, J. Williams","doi":"10.1080/10749039.2020.1809678","DOIUrl":"https://doi.org/10.1080/10749039.2020.1809678","url":null,"abstract":"In support of social movements that fight for freedom and liberation, and against racial and ecological injustices, we take the opportunity to reaffirm our commitment to scholarship that cares abou...","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"27 1","pages":"207 - 209"},"PeriodicalIF":1.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1809678","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41788564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10749039.2020.1806329
David Kellogg
ABSTRACT This paper looks at a concept central to Michael Halliday’s linguistics: realization. Ruqaiya Hasan always defined this concept in a Vygotskyan way, as semiotic mediation. In so doing, she made three important addenda to it and questioned the fit between systemic-functional concepts of language and Vygotsky’s. I will suggest that recently translated pedological texts offer a reply – a kind of pre-ply, if you will – to some of the queries she had. I will then propose a “try-brid” pedology in which Vygotsky’s neoformations are realized as Halliday’s conversational stages and development is realized as Hasan’s contextual cline of instantiation. I hope, by the conclusion, to have shown you, with two anti-smoking cartoons by Korean primary school students, how the concept of realization becomes real.
{"title":"Realizations: non-causal but real relationships in and between Halliday, Hasan, and Vygotsky","authors":"David Kellogg","doi":"10.1080/10749039.2020.1806329","DOIUrl":"https://doi.org/10.1080/10749039.2020.1806329","url":null,"abstract":"ABSTRACT This paper looks at a concept central to Michael Halliday’s linguistics: realization. Ruqaiya Hasan always defined this concept in a Vygotskyan way, as semiotic mediation. In so doing, she made three important addenda to it and questioned the fit between systemic-functional concepts of language and Vygotsky’s. I will suggest that recently translated pedological texts offer a reply – a kind of pre-ply, if you will – to some of the queries she had. I will then propose a “try-brid” pedology in which Vygotsky’s neoformations are realized as Halliday’s conversational stages and development is realized as Hasan’s contextual cline of instantiation. I hope, by the conclusion, to have shown you, with two anti-smoking cartoons by Korean primary school students, how the concept of realization becomes real.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"67 1","pages":"264 - 276"},"PeriodicalIF":1.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1806329","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60181324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10749039.2020.1794009
J. Lemke
ABSTRACT This issue of MCA presents a set of articles developing a theoretical dialogue between the work of linguist Michael Halliday and psychologist Lev Vygotsky. The Introduction provides background on Halliday’s social linguistics, identifies some key themes for the dialogue with Vygotsky, and comments on the particular contributions of the included articles.
{"title":"Introduction to MCA symposium on Halliday & Vygotsky","authors":"J. Lemke","doi":"10.1080/10749039.2020.1794009","DOIUrl":"https://doi.org/10.1080/10749039.2020.1794009","url":null,"abstract":"ABSTRACT This issue of MCA presents a set of articles developing a theoretical dialogue between the work of linguist Michael Halliday and psychologist Lev Vygotsky. The Introduction provides background on Halliday’s social linguistics, identifies some key themes for the dialogue with Vygotsky, and comments on the particular contributions of the included articles.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"27 1","pages":"210 - 215"},"PeriodicalIF":1.9,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1794009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47518722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1080/10749039.2020.1779749
Reijo Miettinen
{"title":"Hegel for social movements","authors":"Reijo Miettinen","doi":"10.1080/10749039.2020.1779749","DOIUrl":"https://doi.org/10.1080/10749039.2020.1779749","url":null,"abstract":"","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"51 1","pages":"381 - 384"},"PeriodicalIF":1.9,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1779749","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60180946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-18DOI: 10.1080/10749039.2020.1778728
Artin Göncü
Miller and Cho’s book is the first of its kind: it presents a richly layered and textured conceptualization and examination of one of America’s developmental ideals for children, namely, self-estee...
{"title":"Self-esteem as a social and cultural construction","authors":"Artin Göncü","doi":"10.1080/10749039.2020.1778728","DOIUrl":"https://doi.org/10.1080/10749039.2020.1778728","url":null,"abstract":"Miller and Cho’s book is the first of its kind: it presents a richly layered and textured conceptualization and examination of one of America’s developmental ideals for children, namely, self-estee...","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1778728","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60180493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-16DOI: 10.1080/10749039.2020.1779750
L. Vetoshkina
Today, the name and works of Lev Semyonovich Vygotsky – the Mozart of Psychology (Toulmin, 1978) – are known globally among scholars and students in psychology, educational, and social sciences. St...
{"title":"Rethinking cultural-historical theory: a dialectical perspective to Vygotsky","authors":"L. Vetoshkina","doi":"10.1080/10749039.2020.1779750","DOIUrl":"https://doi.org/10.1080/10749039.2020.1779750","url":null,"abstract":"Today, the name and works of Lev Semyonovich Vygotsky – the Mozart of Psychology (Toulmin, 1978) – are known globally among scholars and students in psychology, educational, and social sciences. St...","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"27 1","pages":"317 - 319"},"PeriodicalIF":1.9,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1779750","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-12DOI: 10.1080/10749039.2020.1779305
Yew-Jin Lee
{"title":"Dialogical argumentation and reasoning in elementary science classrooms","authors":"Yew-Jin Lee","doi":"10.1080/10749039.2020.1779305","DOIUrl":"https://doi.org/10.1080/10749039.2020.1779305","url":null,"abstract":"","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1779305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44017893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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