The Relations of Learning and Student Social Class Toward Re-“socializing” Sociocultural Learning Theory  

Oleh:

Panofsky, Carolyn P.

Jenis: Article from Books - E-Book
Dalam koleksi: Vygotsky’s Educational Theory in Cultural Context, page 411-431.
Topik: Learning; Student Social Class; Social Class; Ethnographic Studies; Sociocultural Learning Theory
Fulltext: The Relations of Learning and Student Social Class Toward Re-“socializing” Sociocultural Learning Theory.pdf (171.52KB)

Isi artikel

In his theory of mind, Vygotsky proposes three forms of mediation: tools, signs and symbols (semiosis), and social interaction. Most Vygotskian sociocultural research has focused on the semiotic form of mediation to address cognitive challenges in education. Whereas semiotic mediation relies on social interaction, and social interaction has often comprised the “unit of analysis,” the mediation of social interaction itself largely remains to be unpacked. Even though some studies have investigated the processes of cooperation or collaboration in learning, the dynamics of those processes as social relations have not received extensive examination in Vygotskian research. The mediation of social relations – the dynamics of power, position, social location in the social interaction of learning – is of profound signi?cance in education. Nowhere is the importance of social relations in learning more evident than in the dynamics of social class in schooling.

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