Memory and learning are seen as mental phenomena and generally
studied as brain processes, for example, within various branches of
psychology and neuroscience. This book represents a rather
different tack, based on sociocultural theory, cultural psychology
and dialogism. Authors from many different disciplines and
countries study memory and learning as practices adopted by people
in different interactional and institutional contexts. Studies
range from detailed analyses of situated activities to broad
sociohistorical studies of cultural phenomena and collective
memories such as national narratives and physical symbols for
commemorating events and traditions. By focusing on how people
engage in remembering and learning, this book provides a necessary
complement to currently popular neuroscientific approaches.
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