"Vygotsky's Neglected Legacy": Cultural-Historical Activity Theory

by: Wolff-Michael Roth, Yew-Jin Lee

REVIEW OF EDUCATIONAL RESEARCH, Vol. 77, No. 2. (1 June 2007), pp. 186-232.

View FullText article

DOI, HighWire

Reviews [Write a review of this article]

There are no reviews of this article

Find related articles from these CiteULike users

rabourn, rickl, senioritis, zpinhead, tomeiter, jago, Global_health_enterprise_architecture (group), camurphy

Find related articles with these CiteULike tags

activity_theory, activity-theory, architecture, chat, cognition, constructivism, culture, learning, ontology, sociocultural_theory, theory, vygotsky

Abstract

The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations. Besides showing that activity theory transforms how research should proceed regarding language, language learning, and literacy in particular, the authors demonstrate how it is a theory for praxis, thereby offering the potential to overcome some of the most profound problems that have plagued both educational theorizing and practice. 10.3102/0034654306298273

@article{citeulike:2488067, abstract = {The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations. Besides showing that activity theory transforms how research should proceed regarding language, language learning, and literacy in particular, the authors demonstrate how it is a theory for praxis, thereby offering the potential to overcome some of the most profound problems that have plagued both educational theorizing and practice. 10.3102/0034654306298273}, author = {Roth, Wolff-Michael and Lee, Yew-Jin }, citeulike-article-id = {2488067}, doi = {10.3102/0034654306298273}, journal = {REVIEW OF EDUCATIONAL RESEARCH}, keywords = {activity\_theory, cognition, learning, vygotsky}, month = {June}, number = {2}, pages = {186--232}, posted-at = {2008-03-23 02:24:09}, priority = {2}, title = {"Vygotsky's Neglected Legacy": Cultural-Historical Activity Theory}, url = {http://dx.doi.org/10.3102/0034654306298273}, volume = {77}, year = {2007} }

RIS record

TY - JOUR ID - citeulike:2488067 L3 - citeulike-article-id:2488067 TI - "Vygotsky's Neglected Legacy": Cultural-Historical Activity Theory JF - REVIEW OF EDUCATIONAL RESEARCH VL - 77 IS - 2 SP - 186 EP - 232 N2 - The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations. Besides showing that activity theory transforms how research should proceed regarding language, language learning, and literacy in particular, the authors demonstrate how it is a theory for praxis, thereby offering the potential to overcome some of the most profound problems that have plagued both educational theorizing and practice. 10.3102/0034654306298273 KW - activity_theory KW - cognition KW - learning KW - vygotsky AU - Roth, Wolff-Michael AU - Lee, Yew-Jin PY - 2007/06/01/ UR - http://dx.doi.org/10.3102/0034654306298273 ER -

RIS BibTeX