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The authors in this 2000 collection use Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky's cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. Rather than seeking to provide definitive answers to social questions using Vygotsky's core principles, the authors wrestle with educational problems through the mediation of Vygotsky's theory. In doing so, they both sharpen their focus on the problems and speak back to Vygotsky, helping to extend the foundation of his work to address modern problems. This collection serves as a form of collaborative inquiry that itself will stimulate further consideration of these topics.

The authors in this 2000 collection use Vygotsky's cultural-historical theory of human development to frame their analyses of schooling, with particular emphasis on the ways in which literacy practices are mediated by social interaction and cultural artifacts. This volume extends Vygotsky's cultural-historical theoretical framework to embrace nuances of learning and development that are influenced by culture as instantiated through the experiences of race, ethnicity, and language variation. Rather than seeking to provide definitive answers to social questions using Vygotsky's core principles, the authors wrestle with educational problems through the mediation of Vygotsky's theory. In doing so, they both sharpen their focus on the problems and speak back to Vygotsky, helping to extend the foundation of his work to address modern problems. This collection serves as a form of collaborative inquiry that itself will stimulate further consideration of these topics.

Jocson (education, arts and sciences, Washington U., St. Louis), a former high school teacher, presents an ethnographic study of urban high school youth at Bellevue High School who participated in wri

How can educators improve the literacy skills of students in a historically underachieving urban high school? In this timely book, the author draws on her experience as a participant observer to provi

To be successful, teachers of English in grades 6–12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teachin

This volume presents an insight into the understanding of human resource development (HRD) in various cultural contexts. This book looks at how culture shapes our expectations for what is appropriate

To be successful, teachers of English in grades 6–12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teachin

Gathering together contributors who all view literacy research as explicitly political and potentially transformative, Blackburn and Clark (both of the School of Teaching and Learning, Ohio State U.)