1. Learning and learning theory from a cultural-historical point of view
Bert van Oers; Part I. Tenets of Activity Theory: Introduction to Part I.
Exploring Vygotsky's legacy: the meaning of mediation René van der Veer; 2.
Multiple readings of Vygotsky René van der Veer; 3. Exploring the links
between external and internal activity from a cultural-historical
perspective Igor Arievich; 4. Reflections on points of departure in the
development of sociocultural and activity theory Harry Daniels; 5. Language
in cultural-historical perspective Peter E. Jones; 6. The formation
experiment in the age of hypermedia and distance learning Hartmut Giest; 7.
Constructivism and meaning construction Ronald Arendt; 8. Subject,
subjectivity, and development in cultural-historical psychology Fernando
Luis González Rey; Part II. Identity, Diversity, and Inclusion:
Introduction to Part II. Identity, diversity, and inclusion Wim Wardekker;
9. Identity shifts in informal learning trajectories Anne Edwards and Lin
Mackenzie; 10. No human being is illegal: counteridentities in a community
of undocumented Mexican immigrants and children Jocelyn Solis; 11. Cultural
identity and emigration: a study of the construction of discourse about
identity from historical-cultural psychology Beatriz Macías Gómez Estern,
Josué García Amián and José Antonio Sánchez Medina; 12. Diversity in the
construction of modes of collaboration in multiethnic classrooms:
continuity and discontinuity of cultural scripts Mariëtte de Haan and Ed
Elbers; 13. 'Discourse' in cultural-historical perspective: critical
discourse analysis, CHAT, and the study of social change Chik Collins; 14.
Reason and dialogue in education Rupert Wegerif; Part III. Dynamics of
Activity and the Variations of Learning: Introduction to Part III. Learning
in social settings: challenges for sociocultural and activity theory Ed
Elbers; 15. Children's learning through participation in institutional
practice: a model from the perspective of cultural-historical psychology
Mariane Hedegaard; 16. Dialogue for reasoning: promoting exploratory talk
and problem solving in the primary classroom Sylvia Rojas-Drummond, Laura
Gómez and Maricela Vélez; 17. What kinds of tools and resources are made
available to students through effective guidance in a student-scientist
partnership program? Jrène Rahm, Wendy Naughton and John C. Moore; 18.
Girls on the sidelines: 'gendered' development in early childhood
classrooms Sonja de Groot Kim; 19. Inscripting predicates: dealing with
meanings in play Bert van Oers; 20. Pretend play and preschoolers Ricardo
Ottoni Vaz Japiassu.
