Overview

@text: Building on earlier publications by Harry Daniels, this book provides readers with an overview of the implications for research of the theoretical work which acknowledges a debt to the writings of L.S. Vygotsky and Basil Bernstein. It provides a variety of views on the ways in which these two, conceptually linked, bodies of work can be brought together in theoretical frameworks which new possibilities for empirical work. The need for a creative fusion of the Vygotskian and sociological traditions has been traced through the publication of Vygotsky and Pedagogy and Vygotsky and Research. Such a fusion brings benefits for social science and its application in education and in settings in which human relations may be analysed as forms of pedagogic relation such as management, human computer interaction, etc. The book includes contributions from long-established writers in both fields as well as relatively recent contributors to the theoretical debates and the body of research to which it has given rise. It is an important contribution to the development of cross-disciplinary thinking in sociology and psychology.

Full Product Details

Author:   Harry Daniels (University of Bath, UK)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.60cm , Height: 1.50cm , Length: 23.40cm
Weight:   0.385kg
ISBN:  

9780415678223

ISBN 10:   0415678226
Pages:   248
Publication Date:   18 July 2012
Audience:   College/higher education ,  Postgraduate, Research & Scholarly ,  Undergraduate
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. Curriculum and pedagogy in the sociology of education; some lessons from comparing Durkheim and Vygotsky 2. Dialectics, Politics and Contemporary Cultural-historical Research, Exemplified through Marx and Vygotsky 3. Vygotsky and Bernstein 4. Sixth Sense, Second Nature and Other Cultural Ways of Making Sense of our Surroundings: Vygotsky, Bernstein and the Languaged Body 5. The Concept of Semiotic Mediation: Perspectives from Bernstein’s Sociology 6. Negotiating Pedagogic Dilemmas in Non-Traditional Educational Contexts: An Australian Case Study of Teachers’ Work 7. Modalities of authority and the socialisation of the school in contemporary approaches to educational change 8. Semiotic Mediation, Viewed Over Time 9. Boys, skills and class: educational failure or community survival? Insights from Vygotsky and Bernstein 10. ‘Identity’ as a unit of analysis in researching and teaching mathematics 11. Schooling the social classes: Triadic zones of proximal development, communicative capital, and relational distance in the perpetuation of advantage 12. The Pedagogies of Second Language Acquisition: combining cultural historical and sociological traditions

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Author Information

Harry Daniels is Director of Centre for Sociocultural and Activity Theory Research (Bath); Professor of Education: Culture and Pedagogy, Department of Education, University of Bath; Adjunct Professor, Centre for Learning Research, Griffith University, Brisbane, Australia; Research Professor, Centre for Human Activity Theory, Kansai University, Osaka, Japan; and Research Professor in Cultural Historical Psychology, Moscow State University of Psychology and Education.

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