Pub Date : 2021-08-25DOI: 10.1080/10749039.2021.1966471
Joanna Weidler-Lewis, Cynthia Graville, J. Polman
ABSTRACT This article compares how visual design tools are used during an internship for high schoolers co-researching science journalism through infographics. Drawing on interns’ documentation of design processes, we demonstrate that tools shape both how youth create visual representations and how features of tools enable and constrain youth in positioning themselves in socially valued ways. Thus, affordances of tools can be interpreted according to their cognitive and identity fostering properties. We argue identity affordances of tools are under-theorized and are consequential for learners and learning. Educators should be mindful of, if not make explicit, properties of tools when designing for learning.
{"title":"The identity affordances of tools: an examination of visual design tool use in STEM","authors":"Joanna Weidler-Lewis, Cynthia Graville, J. Polman","doi":"10.1080/10749039.2021.1966471","DOIUrl":"https://doi.org/10.1080/10749039.2021.1966471","url":null,"abstract":"ABSTRACT This article compares how visual design tools are used during an internship for high schoolers co-researching science journalism through infographics. Drawing on interns’ documentation of design processes, we demonstrate that tools shape both how youth create visual representations and how features of tools enable and constrain youth in positioning themselves in socially valued ways. Thus, affordances of tools can be interpreted according to their cognitive and identity fostering properties. We argue identity affordances of tools are under-theorized and are consequential for learners and learning. Educators should be mindful of, if not make explicit, properties of tools when designing for learning.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"43 - 59"},"PeriodicalIF":1.9,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41878912","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 : 2021-08-24DOI: 10.1080/10749039.2021.1893337
R. Sawyer
ABSTRACT This paper reports on a study of professor talk in design studio classrooms. In design education, creative thinking is an important learning outcome, as demonstrated in previous observational studies of studio classrooms and interviews with design professors. I found that professors explicitly describe their concurrent and spontaneous thinking while they are analyzing student work and that this talk represents the features of creative thinking identified in prior research. But more significantly, I also found that professors externalize their creative thinking nondenotationally through interactional mechanisms that implicitly represent many features of creative thinking. I used an interaction analysis methodology—transcribing nondenotational features of talk, such as elongated phonemes, restarts, and repairs—to analyze these implicit ways of speaking. Drawing on previous findings in conversation analysis and in creativity research, I demonstrate that these nondenotational aspects of talk implicitly represent the features of creative thinking documented in prior research. As professors externalize their concurrent creative thinking in speech, both explicitly and implicitly, students are scaffolded in their appropriation of creative thinking.
{"title":"Teaching creative thinking: how design professors externalize their creative thinking in studio classroom talk","authors":"R. Sawyer","doi":"10.1080/10749039.2021.1893337","DOIUrl":"https://doi.org/10.1080/10749039.2021.1893337","url":null,"abstract":"ABSTRACT This paper reports on a study of professor talk in design studio classrooms. In design education, creative thinking is an important learning outcome, as demonstrated in previous observational studies of studio classrooms and interviews with design professors. I found that professors explicitly describe their concurrent and spontaneous thinking while they are analyzing student work and that this talk represents the features of creative thinking identified in prior research. But more significantly, I also found that professors externalize their creative thinking nondenotationally through interactional mechanisms that implicitly represent many features of creative thinking. I used an interaction analysis methodology—transcribing nondenotational features of talk, such as elongated phonemes, restarts, and repairs—to analyze these implicit ways of speaking. Drawing on previous findings in conversation analysis and in creativity research, I demonstrate that these nondenotational aspects of talk implicitly represent the features of creative thinking documented in prior research. As professors externalize their concurrent creative thinking in speech, both explicitly and implicitly, students are scaffolded in their appropriation of creative thinking.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"21 - 42"},"PeriodicalIF":1.9,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45132099","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 : 2021-08-24DOI: 10.1080/10749039.2021.1964534
Kenneth Silseth, H. Arnseth
ABSTRACT In sociocultural research, many scholars have studied the relationship between students’ everyday lives outside of school and classroom learning. This article contributes to this area by focusing explicitly on the timespace dimensions of meaning making in science education. We draw on Bakhtin’s notion of the chronotope to examine how students can become engaged in science learning through telling stories of personal relevance. We analyze an especially interesting example of a whole-class conversation, and show how students’ stories become resources in the co-construction of a hybrid chronotope in which multiple students are activated and engaged in science learning.
{"title":"Weaving together the past, present and future in whole class conversations: analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science","authors":"Kenneth Silseth, H. Arnseth","doi":"10.1080/10749039.2021.1964534","DOIUrl":"https://doi.org/10.1080/10749039.2021.1964534","url":null,"abstract":"ABSTRACT In sociocultural research, many scholars have studied the relationship between students’ everyday lives outside of school and classroom learning. This article contributes to this area by focusing explicitly on the timespace dimensions of meaning making in science education. We draw on Bakhtin’s notion of the chronotope to examine how students can become engaged in science learning through telling stories of personal relevance. We analyze an especially interesting example of a whole-class conversation, and show how students’ stories become resources in the co-construction of a hybrid chronotope in which multiple students are activated and engaged in science learning.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"60 - 74"},"PeriodicalIF":1.9,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60180906","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 : 2021-08-12DOI: 10.1080/10749039.2021.1961156
Janette Friedrich
ABSTRACT What problem is Vygotsky tackling in these lectures he called “pedological” (Vygotsky, 2019)? We shall read his writings as a text in itself, somehow detached from the rest of his works, but clearly addressed to those who have already tried to attack the same problems. Two problems are notably raised and discussed in this text. First, how is the phenomenon of emergence observable in child development explained by Vygotsky? Second, how can knowledge of the course of the development of the child (laws and stages/ages) and that of individuals be articulated using the concept of perezhivanie?
{"title":"Emergence and perezhivanie - the double face of the concept of development","authors":"Janette Friedrich","doi":"10.1080/10749039.2021.1961156","DOIUrl":"https://doi.org/10.1080/10749039.2021.1961156","url":null,"abstract":"ABSTRACT What problem is Vygotsky tackling in these lectures he called “pedological” (Vygotsky, 2019)? We shall read his writings as a text in itself, somehow detached from the rest of his works, but clearly addressed to those who have already tried to attack the same problems. Two problems are notably raised and discussed in this text. First, how is the phenomenon of emergence observable in child development explained by Vygotsky? Second, how can knowledge of the course of the development of the child (laws and stages/ages) and that of individuals be articulated using the concept of perezhivanie?","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"311 - 322"},"PeriodicalIF":1.9,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49419214","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 : 2021-07-03DOI: 10.1080/10749039.2021.1941116
J. Hardman
ABSTRACT This largely theoretical paper traces the continued influence that the work of Vygotsky has in studying teaching/learning in schools. The advent of the 21st century has led to a call for novel pedagogical models to enable children think in ways pertinent to our technologically based societies. Currently, the 4th Industrial revolution is playing out against the backdrop of climate change, a rise in right wing movements, and a call for decolonial education to challenge the hegemony of a colonial worldview. This paper presents an argument for how Vygotsky and the Neo-Vygotskian’s work does not require a novel pedagogy, but rather, that we reclaim its relevance for the 21st century, illustrating how the concepts underpinning it can be used to decolonize contemporary pedagogy. The paper foregrounds aspects of Vygotsky’s work and draws on Hedegaard’s further developments to argue for a decolonial pedagogy that arises from this knowledge base. The problematic addressed in this paper relates to schooling in the 4th Industrial Revolution and suggests that schooling today must be about more than the acquisition of academic content; it must be geared toward developing critical, collaborative forms of thought capable of transforming both the child and the world. In this paper, I argue for the foundation of such a schooling in the work of Vygotsky and the Neo-Vygotskians, by articulating a decolonial pedagogy grounded on this body of work.
{"title":"Vygotsky’s decolonial pedagogical legacy in the 21st century: back to the future","authors":"J. Hardman","doi":"10.1080/10749039.2021.1941116","DOIUrl":"https://doi.org/10.1080/10749039.2021.1941116","url":null,"abstract":"ABSTRACT This largely theoretical paper traces the continued influence that the work of Vygotsky has in studying teaching/learning in schools. The advent of the 21st century has led to a call for novel pedagogical models to enable children think in ways pertinent to our technologically based societies. Currently, the 4th Industrial revolution is playing out against the backdrop of climate change, a rise in right wing movements, and a call for decolonial education to challenge the hegemony of a colonial worldview. This paper presents an argument for how Vygotsky and the Neo-Vygotskian’s work does not require a novel pedagogy, but rather, that we reclaim its relevance for the 21st century, illustrating how the concepts underpinning it can be used to decolonize contemporary pedagogy. The paper foregrounds aspects of Vygotsky’s work and draws on Hedegaard’s further developments to argue for a decolonial pedagogy that arises from this knowledge base. The problematic addressed in this paper relates to schooling in the 4th Industrial Revolution and suggests that schooling today must be about more than the acquisition of academic content; it must be geared toward developing critical, collaborative forms of thought capable of transforming both the child and the world. In this paper, I argue for the foundation of such a schooling in the work of Vygotsky and the Neo-Vygotskians, by articulating a decolonial pedagogy grounded on this body of work.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"219 - 233"},"PeriodicalIF":1.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2021.1941116","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44310511","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 : 2021-07-03DOI: 10.1080/10749039.2021.1991379
Choudy Sophina, Cortez Arturo, Ferholt Beth, Guarrasi Ivana, Jornet Alfredo, Mahmood Mara W., Lemos Monica, Nardi Bonnie, Rajala Antti, Stetsenko Anna, Williams Julian
On August 7, as the editorial collective was gathering to discuss the publication of this issue, the UN’s Intergovernmental Panel on Climate Change released its 6 assessment report on the physical science basis (IPCC 2021: Summary for Policymakers, in press) and implications for governmental responses. The report presents what the UN General Secretary has referred to as a “code red for humanity” (McGrath, 2021), a stark look at the climate science that shows that the political goal of limiting global warming to 1.5 degrees Celsius is virtually impossible today, and that we are headed toward increasing warming – and the devastating environmental and human effects it brings – for the next three decades. The IPCC report makes plain what journalist and activist George Monbiot recently described as humanity’s tragedy: the disconnect between what we know and what we do (Monbiot, 2021). After years of warnings and calls to action from scientific and civic communities, the latest IPCC report shows the specific impacts of this disconnect. It is precisely at the intersection of thought and action that our interdisciplinary field of research on mind, culture, and activity holds promise as a relevant mediation for actors in this crisis. As scholars in the social sciences and humanities, we recognize our great responsibility to make a difference and contribute to bridging the knowledge-action gap through engaged scholarship and research. Scholars focused on mind, culture, and activity – especially those working in cultural-historical, sociocultural and activity theories – stand to contribute to addressing this crisis given their roots in Marxism and other radical frameworks of resistance. Indeed, it was Marx who revealed the inevitably destructive dynamics of capitalism when, “for the first time, nature becomes purely an object for humankind, purely a matter of utility” creating the “universal appropriation of nature as well as of the social bond itself” (see Grundrisse), and, hence, the global crisis of ecology, social justice, equality, and well-being. Today, in the face of extreme and multifaceted emergency, scholarship in this tradition (albeit not without much needed critical development), must elevate its engagement with radical movements and collective struggles for ecological and social justice, while connecting the task of regenerating this tradition with perspectives, such as Global South epistemologies, that challenge and decenter dominant practices. There is increasing consensus that the climate and environmental crises are materially related to global social crises of inequality, racism, and violence against women and LGBT collectives (Klinsky et al., 2017; Sultana, 2021). The very essence of what is causing climate change, and what is preventing us from dealing appropriately with it, lies in the phenomenon’s cultural, historical, socio-economic, and socio-political dimensions (Adger et al., 2013; Moore, 2017). Issues of culture, power, oppressio
8月7日，当编辑集体聚集在一起讨论这一问题的出版时，联合国政府间气候变化专门委员会发布了其基于物理科学的6份评估报告（IPCC 2021：政策制定者摘要，出版）以及对政府应对措施的影响。该报告提出了联合国秘书长所称的“人类红色代码”（McGrath，2021），对气候科学进行了严峻的审视，表明将全球变暖限制在1.5摄氏度的政治目标在今天几乎是不可能的，在接下来的三十年里，我们正朝着日益加剧的变暖及其带来的破坏性环境和人类影响的方向前进。IPCC的报告明确了记者和活动家乔治·蒙比奥最近所描述的人类悲剧：我们所知道的和我们所做的之间的脱节（蒙比奥，2021）。经过科学界和民间团体多年的警告和行动呼吁，IPCC的最新报告显示了这种脱节的具体影响。正是在思想和行动的交叉点上，我们关于思想、文化和活动的跨学科研究领域有望成为这场危机中行动者的相关中介。作为社会科学和人文学科的学者，我们认识到我们有巨大的责任，通过参与学术和研究，有所作为，为弥合知识与行动之间的差距做出贡献。专注于思想、文化和活动的学者，尤其是那些研究文化历史、社会文化和活动理论的学者，将为解决这场危机做出贡献，因为他们植根于马克思主义和其他激进的抵抗框架。事实上，正是马克思揭示了资本主义不可避免的破坏性动态，当时“自然第一次成为人类的纯粹对象，纯粹是一个效用问题”，创造了“对自然以及社会纽带本身的普遍占有”（见Grundrisse），从而引发了生态、社会正义、平等和福祉的全球危机。今天，面对极端和多方面的紧急情况，对这一传统的学术研究（尽管并非没有急需的批判性发展）必须提高其对激进运动和争取生态和社会正义的集体斗争的参与，同时将复兴这一传统与诸如全球南方认识论、，挑战和分散主流做法。人们越来越一致认为，气候和环境危机与不平等、种族主义和暴力侵害妇女和LGBT群体的全球社会危机有着实质性的关系（Klinsky et al.，2017；Sultana，2021）。造成气候变化的原因，以及阻碍我们适当应对气候变化的因素，其本质在于这一现象的文化、历史、社会经济和社会政治层面（Adger et al.，2013；Moore，2017）。正如本期的一些文章所表明的那样，文化、权力、压迫和解放问题一直是我们学术的核心，也是我们这个时代社会环境挑战的核心。因此，重要的是，将本期刊以及本期刊历史上所连接的学术平台视为核心资源并积极动员起来，为深层次的系统性变革创造知识、勇气和社会物质条件。根据本杂志最近的呼吁（Ferholt et al.，2021），我们继续鼓励、支持并呼吁提交有助于通过与文化实践和行动相关的实证和/或理论分析批判性地解决相关问题的材料。
{"title":"Scholarship and research in crisis contexts","authors":"Choudy Sophina, Cortez Arturo, Ferholt Beth, Guarrasi Ivana, Jornet Alfredo, Mahmood Mara W., Lemos Monica, Nardi Bonnie, Rajala Antti, Stetsenko Anna, Williams Julian","doi":"10.1080/10749039.2021.1991379","DOIUrl":"https://doi.org/10.1080/10749039.2021.1991379","url":null,"abstract":"On August 7, as the editorial collective was gathering to discuss the publication of this issue, the UN’s Intergovernmental Panel on Climate Change released its 6 assessment report on the physical science basis (IPCC 2021: Summary for Policymakers, in press) and implications for governmental responses. The report presents what the UN General Secretary has referred to as a “code red for humanity” (McGrath, 2021), a stark look at the climate science that shows that the political goal of limiting global warming to 1.5 degrees Celsius is virtually impossible today, and that we are headed toward increasing warming – and the devastating environmental and human effects it brings – for the next three decades. The IPCC report makes plain what journalist and activist George Monbiot recently described as humanity’s tragedy: the disconnect between what we know and what we do (Monbiot, 2021). After years of warnings and calls to action from scientific and civic communities, the latest IPCC report shows the specific impacts of this disconnect. It is precisely at the intersection of thought and action that our interdisciplinary field of research on mind, culture, and activity holds promise as a relevant mediation for actors in this crisis. As scholars in the social sciences and humanities, we recognize our great responsibility to make a difference and contribute to bridging the knowledge-action gap through engaged scholarship and research. Scholars focused on mind, culture, and activity – especially those working in cultural-historical, sociocultural and activity theories – stand to contribute to addressing this crisis given their roots in Marxism and other radical frameworks of resistance. Indeed, it was Marx who revealed the inevitably destructive dynamics of capitalism when, “for the first time, nature becomes purely an object for humankind, purely a matter of utility” creating the “universal appropriation of nature as well as of the social bond itself” (see Grundrisse), and, hence, the global crisis of ecology, social justice, equality, and well-being. Today, in the face of extreme and multifaceted emergency, scholarship in this tradition (albeit not without much needed critical development), must elevate its engagement with radical movements and collective struggles for ecological and social justice, while connecting the task of regenerating this tradition with perspectives, such as Global South epistemologies, that challenge and decenter dominant practices. There is increasing consensus that the climate and environmental crises are materially related to global social crises of inequality, racism, and violence against women and LGBT collectives (Klinsky et al., 2017; Sultana, 2021). The very essence of what is causing climate change, and what is preventing us from dealing appropriately with it, lies in the phenomenon’s cultural, historical, socio-economic, and socio-political dimensions (Adger et al., 2013; Moore, 2017). Issues of culture, power, oppressio","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"195 - 199"},"PeriodicalIF":1.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49422286","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 : 2021-07-03DOI: 10.1080/10749039.2021.1961157
S. Wortham, Samantha Ha, Jeremy Alexander
ABSTRACT Human activity involves interconnections among civic, social, emotional, ethical, spiritual, and intellectual aspects. Recent advocacy for “whole person” education suggests that educators should attend to these multiple dimensions, but it does not provide an account of integration, of what “wholeness” means. We argue that those who facilitate development should encourage mutually reinforcing interconnections among various aspects of the individual, as well as interconnections among individual dispositions and social practices. Wholeness involves a jointly individual/social process of orchestrating others’ voices so as to develop normative stances in changing contexts that demand ongoing adjustment.
{"title":"Wholeness as a developmental goal","authors":"S. Wortham, Samantha Ha, Jeremy Alexander","doi":"10.1080/10749039.2021.1961157","DOIUrl":"https://doi.org/10.1080/10749039.2021.1961157","url":null,"abstract":"ABSTRACT Human activity involves interconnections among civic, social, emotional, ethical, spiritual, and intellectual aspects. Recent advocacy for “whole person” education suggests that educators should attend to these multiple dimensions, but it does not provide an account of integration, of what “wholeness” means. We argue that those who facilitate development should encourage mutually reinforcing interconnections among various aspects of the individual, as well as interconnections among individual dispositions and social practices. Wholeness involves a jointly individual/social process of orchestrating others’ voices so as to develop normative stances in changing contexts that demand ongoing adjustment.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"254 - 267"},"PeriodicalIF":1.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48341358","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 : 2021-07-03DOI: 10.1080/10749039.2021.1960566
R. Chineka, Keiko Yasukawa
ABSTRACT This paper investigates a horticultural community's approaches to developing new farming practices to mitigate climate change induced food insecurity. Drawing on the concept of the Zone of Proximal Development (ZPD) from cultural-historical activity theory, the paper illustrates how the strong cultural and historical attachment to existing practices plays as significant a role as the intractability and unpredictability of the changing rainfalls in mediating community members' investment in new practices. The study suggests that what is perceived as 'safe,' materially and socially, is playing a central role in setting the boundary of their ZPD.
摘要:本文研究了园艺社区开发新农业实践的方法，以减轻气候变化引起的粮食不安全。本文借鉴了文化历史活动理论中的“近距离发展区”(Zone of Proximal Development, ZPD)概念，阐述了对现有实践的强烈文化和历史依恋如何与降雨量变化的难定性和不可预测性一样，在调节社区成员对新实践的投资方面发挥着重要作用。研究表明，物质和社会上的“安全”在设定他们的ZPD界限方面起着核心作用。
{"title":"Examining the zone of proximal development in learning and development for climate mitigation","authors":"R. Chineka, Keiko Yasukawa","doi":"10.1080/10749039.2021.1960566","DOIUrl":"https://doi.org/10.1080/10749039.2021.1960566","url":null,"abstract":"ABSTRACT This paper investigates a horticultural community's approaches to developing new farming practices to mitigate climate change induced food insecurity. Drawing on the concept of the Zone of Proximal Development (ZPD) from cultural-historical activity theory, the paper illustrates how the strong cultural and historical attachment to existing practices plays as significant a role as the intractability and unpredictability of the changing rainfalls in mediating community members' investment in new practices. The study suggests that what is perceived as 'safe,' materially and socially, is playing a central role in setting the boundary of their ZPD.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"200 - 218"},"PeriodicalIF":1.9,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42457595","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 : 2021-04-29DOI: 10.1080/10749039.2021.1914662
S. Karanasios, B. Nardi, C. Spinuzzi, Julien Malaurent
ABSTRACT This paper illuminates the role of activity theory in addressing theoretical and practical challenges raised by the growing role of digital technology in human activity. We explore and review the role of activity theory in the study of crucial digital technologies such as social media, smartphones, blockchain, artificial intelligence, and algorithmic decision-making, considering the unique ways that activity theory accommodates such technologies and can generate novel insights. We identify several apparent limitations of activity theory with an eye toward promoting its development and ability to incorporate modern perspectives and conditions. An important contribution of this paper is to stimulate future research that brings together activity theorists to study, in greater depth, the impacts of digital technology, and to help generate ideas on how it should shape future human activity. The themes covered are pressing questions not only for activity theorists, but for the ways we live, work, and play. We suggest activity theory can play a larger role in discourse on digital technologies, and their impact and evolution over time.
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Pub Date : 2021-04-03DOI: 10.1080/10749039.2021.1930056
Arturo Cortez, S. Choudry, M. Esteban-Guitart, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams
This special issue on Funds of Identity, guest edited by Moisès Esteban-Guitart, is comprised of six research papers and Esteban-Guitart’s response, with collective support from Julian Williams and Alfredo Jornet as host editors. The MCA collective chose to write this overall editorial, initially led by Julian, with Moisès, as we wish to place this Special Issue in conversation with recent developments at MCA that we hope will interest our readers. Readers will have noticed the emergence of the Cultural Praxis website, which includes our statement of commitment and explains the expansion of our editorial collective. We welcome new editors Arturo Cortez (University of Colorado Boulder), Mara Welsh Mahmood (University of California, Berkeley), Monica Lemos (University of Helsinki), and Sophina Choudry (University of Manchester). We hope to expand further in due course. Expanding is not simply a matter of marshaling resources for the growing demands of publishing this journal and the Cultural Praxis website, but also addresses the need to promote and strengthen scholarship related to social movements fighting oppression, and to engage new international contexts and scholarship. These aims find renewed energy in our new editors’ expertise. We also welcome the move of Ivana Guarrasi (University of California, San Diego) from Managing Editor to Editor, and the move of Antti Rajala (University of Oulu) from Book Reviews Editor to Editor. Our editorial expansion is part of a continued commitment to promoting scholarship associated with international social movements that currently receive less attention than they deserve. These include movements in Latin America, Africa, and Asia, as well as the diaspora of these movements’ members around the world. Our vision for Cultural Praxis involves allowing this work to become known and to evolve into scholarly projects of many formats, including research articles to be published in this journal. We will continue to publish articles addressing the concerns of Mind, Culture, and Activity, while also stimulating new types of work that expand the scope of the journal and foster development and equity in our field. Many of us had the benefit of working together in the Spencer Foundation funded “Regenerating CHAT” project, which has helped us to realize the new vision for the journal and for Cultural Praxis (https://re-generatingchat.com and http://culturalpraxis.net/). As a result, of the Regen project, we are working in interest groups on new projects, one of which, the “Learners’ Voices” group, is preparing papers for a new Special Issue, “Learners’ Voices: Activating Transformative Agency in Lifelong Learning” to be published in this journal. The current Special Issue was also conceived in Regen project’s discussions, as a means of critiquing what was perceived as a domestication of the Funds of Knowledge and Funds of Identity theories and developing a more critical edge to these theories and associated praxis. In
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