Cultural Modeling: CHAT as a Lens for Understanding Instructional Discourse Based on African American English Discourse Patterns  

Oleh:

Lee, Carol D.

Jenis: Article from Books - E-Book
Dalam koleksi: Vygotsky’s Educational Theory in Cultural Context, page 393-410.
Topik: Vygotskian Analytical Tools; African American Discourse Norms; Instructional Discourse; Service of Literary Reasoning; Vygotskian Tools
Fulltext: Cultural Modeling CHAT as a Lens for Understanding Instructional Discourse Based on African American English Discourse Patterns.pdf (153.63KB)

Isi artikel

A continuing challenge is how we as educational researchers are to investigate learning and development as these occur in complex settings in an attempt to understand the ecological niches of practice in the real world. In many ways, these questions are the terrain of Cultural–Historical Activity Theory (CHAT). CHAT, as articulated by Cole (1996) and others (Rogoff & Lave, 1984; Rogoff, 1990; Wertsch, 1991), is an outgrowth of the Russian school of psychology represented by Lev Vygotsky (1978, 1981, 1987), Alexander Luria (1976), and Alexei Leontiev (1981). This orientation to the study of human learning and development places several core tenets at the center of inquiry. These tenets include the mutually constituting in?uences of social interaction in participation in jointly constructed activity across multiple settings and the functions of mediating artifacts. CHAT places culture at the center of human sense-making activities. Educational research rooted in CHAT has documented the centrality of cultural systems; much less attention has been paid to cultural systems of non–European or non-European-American ethnic groups. In this chapter, I will illustrate how multiple mediational resources have been drawn upon in culturally responsive ways to support discipline-speci?c learning.

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