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  • Situating Pedagogy: moving beyond an interactional account

    Author(s)
    Daniels, Harry
    Griffith University Author(s)
    Daniels, Harry R.
    Year published
    2010
    Metadata
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    Abstract
    In this paper, I discuss a development within the cultural historical tradition in social science that makes a contribution to our understanding of pedagogy and thus to research in education. This departure involves the incorporation of a sociology of pedagogy into the post-Vygotskian formulation of the social formation of mind. In so doing, it seeks to extend the understanding of pedagogic practice beyond the analysis of dyadic or small group interactions so often found in studies which acknowledge the formative influence of Lev Vygotsky's writing and develops further the analytic and descriptive capacity of the ...
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    In this paper, I discuss a development within the cultural historical tradition in social science that makes a contribution to our understanding of pedagogy and thus to research in education. This departure involves the incorporation of a sociology of pedagogy into the post-Vygotskian formulation of the social formation of mind. In so doing, it seeks to extend the understanding of pedagogic practice beyond the analysis of dyadic or small group interactions so often found in studies which acknowledge the formative influence of Lev Vygotsky's writing and develops further the analytic and descriptive capacity of the various versions of activity theory developed in the wake of A. N. Leontiev's early work.
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    Journal Title
    Pedagogies
    Volume
    5
    Issue
    1
    DOI
    https://doi.org/10.1080/15544800903406282
    Subject
    Curriculum and Pedagogy Theory and Development
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/38071
    Collection
    • Journal articles

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