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Lev Semyonovich Vygotsky was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical activity theory. After his early death, his books and research were banned in the Soviet Union until Joseph Stalin's death in 1953, with a first collection of major texts published in 1956.
Homi Kharshedji Bhabha is an Indian scholar and critical theorist. He is the Anne F. Rothenberg Professor of the Humanities at Harvard University. He is one of the most important figures in contemporary postcolonial studies, and has developed a number of the field's neologisms and key concepts, such as hybridity, mimicry, difference, and ambivalence. Such terms describe ways in which colonised people have resisted the power of the coloniser, according to Bhabha's theory. In 2012, he received the Padma Bhushan award in the field of literature and education from the Indian government. He is married to attorney and Harvard lecturer Jacqueline Bhabha, and they have three children.
Homi Jehangir Bhabha, FNI, FASc, FRS(30 October 1909 to 24 January 1966) was an Indian nuclear physicist who is widely credited as the "father of the Indian nuclear programme". He was the founding director and professor of physics at the Tata Institute of Fundamental Research (TIFR), as well as the founding director of the Atomic Energy Establishment, Trombay (AEET) which was renamed the Bhabha Atomic Research Centre in his honour. TIFR and AEET served as the cornerstone to the Indian nuclear energy and weapons programme. He was the first chairman of the Indian Atomic Energy Commission and secretary of the Department of Atomic Energy. By supporting space science projects which initially derived their funding from the AEC, he played an important role in the birth of the Indian space programme.
This is an index of sociology articles. For a shorter list, see List of basic sociology topics.
In postcolonial studies and in critical theory, the term subaltern designates and identifies the colonial populations who are socially, politically, and geographically excluded from the hierarchy of power of an imperial colony and from the metropolitan homeland of an empire. Antonio Gramsci coined the term subaltern to identify the cultural hegemony that excludes and displaces specific people and social groups from the socio-economic institutions of society, in order to deny their agency and voices in colonial politics. The terms subaltern and subaltern studies entered the vocabulary of post-colonial studies through the works of the Subaltern Studies Group of historians who explored the political-actor role of the common people who constitute the mass population, rather than re-explore the political-actor roles of the social and economic elites in the history of India.
Hybridity, in its most basic sense, refers to mixture. The term originates from biology and was subsequently employed in linguistics and in racial theory in the nineteenth century. Its contemporary uses are scattered across numerous academic disciplines and is salient in popular culture. Hybridity is used in discourses about race, postcolonialism, identity, anti-racism and multiculturalism, and globalization, developed from its roots as a biological term.
The zone of proximal development (ZPD) is a concept in educational psychology. It represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise. The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other", such as a peer or an adult, and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without help. Following Vygotsky, some educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning skills and strategies.
Edward William Soja was an urbanist, a postmodern political geographer and urban theorist. He worked on socio-spatial dialectic and spatial justice.
Bilingual–Bicultural or Bi-Bi deaf education programs use sign language as the native, or first, language of Deaf children. In the United States, for example, Bi-Bi proponents state that American Sign Language (ASL) should be the natural first language for deaf children in the United States, although the majority of deaf and hard of hearing being born to hearing parents. In this same vein, the spoken or written language used by the majority of the population is viewed as a secondary language to be acquired either after or at the same time as the native language.
Cultural-historical psychology is a branch of psychological theory and practice associated with Lev Vygotsky and Alexander Luria and their Circle, who initiated it in the mid-1920s–1930s. The phrase "cultural-historical psychology" never occurs in the writings of Vygotsky, and was subsequently ascribed to him by his critics and followers alike, yet it is under this title that this intellectual movement is now widely known. The main goal of Vygotsky-Luria project was the establishment of a "new psychology" that would account for the inseparable unity of mind, brain and culture in their development in concrete socio-historical settings and throughout the history of humankind as socio-biological species. In its most radical forms, the theory that Vygotsky and Luria were attempting to build was expressed in terms of a "science of Superman", and was closely linked with the pronouncement for the need in a new psychological theory of consciousness and its relationship to the development of higher psychological functions. All this theoretical and experimental empirical work was attempted by the members of the Vygotsky Circle.
The concept of inversion in postcolonial theory and subaltern studies refers to a discursive strategy which opposes or resists a dominant discourse by turning around its categories and re-enacting an asymmetrical relation with the terms the other way around. The term can be used with positive, negative or neutral value-connotations.
Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy – linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g the internet, multimedia, and digital media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.
David R. Cole is a philosopher of education, academic and author. He is an Associate Professor in the School of Education, English, Literacies and ESL and has held positions as Globalisation Theme Leader in the Centre for Educational Research, Senior Researcher in the Institute for Culture and Society and Associate Dean, HDR at Western Sydney University.
Laboratory of Comparative Human Cognition (LCHC) is a social science laboratory located at the University of California, San Diego (UCSD) since 1978. Scholars at LCHC pursue research focused on understanding the complex relationship between cognition and culture in individual and social development. Such research requires collaboration among scholars from a variety of research disciplines, including cognitive science, education, linguistics, psychology, anthropology, and sociology. LCHC also functions as a research and training institution, arranging for pre-doctoral, doctoral, and post-doctoral training, as well as research exchanges with scholars throughout the world. In addition, LCHC sponsors a journal, Mind, Culture and Activity: An International Journal (MCA), and an open internet discussion group, XMCA.
Neil Mercer is Emeritus Professor of Education at the University of Cambridge.
The sociocultural perspective is a theory used in fields such as psychology and education and is used to describe awareness of circumstances surrounding individuals and how their behaviors are affected specifically by their surrounding, social and cultural factors. According to Catherine A. Sanderson (2010) “Sociocultural perspective: A perspective describing people’s behavior and mental processes as shaped in part by their social and/or cultural contact, including race, gender, and nationality.” Sociocultural perspective theory is a broad yet significant aspect in our being. It applies to every sector of our daily lives. How we communicate, understand, relate and cope with one another is partially based on this theory. Our spiritual, mental, physical, emotional, physiological being are all influenced by factors studied by sociocultural perspective theory.
Cultural-historical activity theory (CHAT) is a theoretical framework which helps to understand and analyse the relationship between the human mind and activity. It traces its origins to the founders of the cultural-historical school of Russian psychology L. S. Vygotsky and Aleksei N. Leontiev. Vygotsky's important insight into the dynamics of consciousness was that it is essentially subjective and shaped by the history of each individual's social and cultural experience. Especially since the 1990s, CHAT has attracted a growing interest among academics worldwide. Elsewhere CHAT has been defined as "a cross-disciplinary framework for studying how humans purposefully transform natural and social reality, including themselves, as an ongoing culturally and historically situated, materially and socially mediated process". Core ideas are: 1) humans act collectively, learn by doing, and communicate in and via their actions; 2) humans make, employ, and adapt tools of all kinds to learn and communicate; and 3) community is central to the process of making and interpreting meaning – and thus to all forms of learning, communicating, and acting.
Carol Diane Lee is an American professor, educational researcher, school director and author. Now retired, Lee was the Edwina S. Tarry Professor of Education and Social Policy, Professor of Learning Sciences, and Professor of African-American Studies at Northwestern University. Her scholarly interests focus on the influences of culture and literacy on education, particularly among students in the African-American community. She chairs the Board of Director of the Betty Shabbazz International Charter School, an institution she helped found.
Positioning theory is a theory in social psychology that characterizes interactions between individuals. "Position" can be defined as an alterable collection of beliefs of an individual with regards to their rights, duties, and obligations. "Positioning" is the mechanism through which roles are assigned or denied, either to oneself or others. The theory describes malleable roles and storylines that determine the boundaries of future acts and the meanings of what people say and do. The theory expands upon the work of psychologist Lev Vygotsky, especially his theory of zone of proximal development (ZPD). It emphasizes the interdependence of positions, speech and other acts, and storylines that arise from them; a change in any one aspect affects the other two. The theory provides a framework to understand a person's specific behavior by considering social, individual, and moral factors.
Vera (Veronka) John-Steiner (1930–2017) was a Hungarian-American educational psychologist and activist. She was known for her work on creative collaboration, and her contributions to psycholinguistics, cultural-historical activity theory, cross-cultural education, bilingualism, psychology of women, and cognitive psychology. Her theoretical framework was heavily influenced by the work of Lev Vygotsky. In 2007, the American Educational Research Association honored her with its Lifetime Achievement Award.
References
- ↑ Bhabha, Homi K. (2004). The Location of Culture. Abingdon: Routledge. p. 55.
- ↑ Lillis, Theresa. 2003. "Introduction: Mapping the Traditions of a Social Perspective on Language and Literacy." In Language, Literacy and Education: a Reader, ed. Sharon Goodman, Theresa Lillis, Janet Maybin, and Neil Mercer, xiii–xxii. Stoke on Trent: Trentham Books
- ↑ Vygotsky, Lev. 1962. Thinking and Speaking (first Published as Thought and Language). Ed. Eugenia Hanfmann and Gertrude Vakar. Lev Vygotsky Archive transcribed by Andy Blunden. Cambridge MA: MIT Press. http://www.marxists.org/archive/vygotsky/works/words/index.htm (Ch 7 I)
- ↑ Hatano, Giyoo; James V. Wertsch (March 2001). "Sociocultural Approaches to Cognitive Development: The Constitutions of Culture in Mind". Human Development. 2 (3): 78.
- ↑ Bhabha 2004, 245
- ↑ Bhabha, Homi (2004). The location of Culture. Routledge. pp. nnn.
- ↑ Maniotes, L. K. (2005). The transformative power of literary third space. Doctoral dissertation, School of Education, University of Colorado, Boulder.
- ↑ Skerrett, Allison (January 2010). "Lolita, Facebook, and the Third Space of Literacy Teacher Education". Education Studies. 46 (1): 67–84. doi:10.1080/00131940903480233.
- ↑ New London Group (1996). "A pedagogy of multiliteracies: designing social futures". Harvard Educational Review (66): 60–92.
- ↑ Levy, Rachael (2008). "'Third spaces' are interesting places: Applying 'third space theory' to nursery-aged children's constructions of themselves as readers". Journal of Early Childhood Literacy. 8 (1): 43–66. doi:10.1177/1468798407087161.
- ↑ Walsh, Katie (2006). "British Expatriate Belongings: Mobile Homes and Transnational Homing". Home Cultures. 3 (2): 123–144. doi:10.2752/174063106778053183.
- ↑ Hulme, Rob; David Cracknell; Allan Owens (2009). "Learning in third spaces: developing trans-professional understanding through practitioner enquiry". Educational Action Research. 17 (4): 537–550. doi:10.1080/09650790903309391.
- 1 2 Whitchurch, Celia (2008). "Shifting Identities and Blurring Boundaries: the Emergence of Third Space Professionals in UK Higher Education" (PDF). Higher Education Quarterly. 62 (4): 377–396. doi:10.1111/j.1468-2273.2008.00387.x.
- ↑ Ruddock, Andy (2005), "Let's Kick Racism Out of Football—and the Lefties Too!: Responses to Lee Bowyer on a West Ham", Journal of Sport and Social Issues, 29 (4): 369–385, doi:10.1177/0193723505280665
- ↑ Hoff, Karla, and Arjit Sen. 2005. The Kin System as A Poverty Trap? World Bank Policy Research Working Paper 3575. World Bank