Intercorporeality and ethical commitment: an activity perspective on classroom interaction
Author(s)
Radford, Luis
Roth, Wolff-Michael
Griffith University Author(s)
Year published
2011
Metadata
Show full item recordAbstract
In this article, we present a sociocultural alternative to contemporary constructivist conceptions of classroom interaction. Drawing on the work of Vygotsky and Leont'ev, we introduce an approach that offers a new perspective through which to understand the specifically human forms of knowing that emerge when people engage in joint activity. To this end, we present two concepts: space of joint action and togethering. The space of joint action allows us to capture the collective and sensuous or intercorporeal dimensions of thought and feeling in interaction. We resort to the concept of togethering to capture the ethical ...
View more >In this article, we present a sociocultural alternative to contemporary constructivist conceptions of classroom interaction. Drawing on the work of Vygotsky and Leont'ev, we introduce an approach that offers a new perspective through which to understand the specifically human forms of knowing that emerge when people engage in joint activity. To this end, we present two concepts: space of joint action and togethering. The space of joint action allows us to capture the collective and sensuous or intercorporeal dimensions of thought and feeling in interaction. We resort to the concept of togethering to capture the ethical commitment participants make to engage in and produce activity. These concepts are illustrated through a discussion of concrete episodes from an elementary mathematics classroom.
View less >
View more >In this article, we present a sociocultural alternative to contemporary constructivist conceptions of classroom interaction. Drawing on the work of Vygotsky and Leont'ev, we introduce an approach that offers a new perspective through which to understand the specifically human forms of knowing that emerge when people engage in joint activity. To this end, we present two concepts: space of joint action and togethering. The space of joint action allows us to capture the collective and sensuous or intercorporeal dimensions of thought and feeling in interaction. We resort to the concept of togethering to capture the ethical commitment participants make to engage in and produce activity. These concepts are illustrated through a discussion of concrete episodes from an elementary mathematics classroom.
View less >
Journal Title
Educational Studies in Mathematics
Volume
77
Issue
2-3
Subject
Mathematics and Numeracy Curriculum and Pedagogy
Other Mathematical Sciences
Curriculum and Pedagogy