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Vygotsky's legacy in education is enduring and prolific,
influencing educational research and scholarship in areas as far
ranging child development, language and literacy development,
bilingual education, and learning disabilities to name but a few.
In this accessible, introductory volume, renowned Vygtosky
authority Luis C. Moll presents a summary of Vygtoskian core
concepts, constituting a cultural-historical approach to the study
of thinking and development. Moll emphasizes what he considers
central tenets of Vygotsky's scholarship --- the sociocultural
genesis of human thinking, the consideration of active and dynamic
individuals, a developmental approach to studying human thinking,
and the power of cultural mediation in understanding and
transforming educational practices, broadly considered. After an
introduction to Vygotsky's life, the historical context for his
work, and his ideas, Moll provides examples from his educational
research inspired by Vygotsky's work. With both critical scrutiny
of current interpretations of Vygotksian theory and clear deference
for the theorist known as "The Mozart of Psychology," Moll stresses
the many ways Vygotksy's theory can offer a theory of possibilities
for positive pedagogical change.
The concept of "funds of knowledge" is based on a simple premise:
people are competent and have knowledge, and their life experiences
have given them that knowledge. The claim in this book is that
first-hand research experiences with families allow one to document
this competence and knowledge, and that such engagement provides
many possibilities for positive pedagogical actions.
Drawing from both Vygotskian and neo-sociocultural perspectives in
designing a methodology that views the everyday practices of
language and action as constructing knowledge, the funds of
knowledge approach facilitates a systematic and powerful way to
represent communities in terms of the resources they possess and
how to harness them for classroom teaching.
This book accomplishes three objectives: It gives readers the basic
methodology and techniques followed in the contributors' funds of
knowledge research; it extends the boundaries of what these
researchers have done; and it explores the applications to
classroom practice that can result from teachers knowing the
communities in which they work.
In a time when national educational discourses focus on system
reform and wholesale replicability across school sites, this book
offers a counter-perspective stating that instruction must be
linked to students' lives, and that details of effective pedagogy
should be linked to local histories and community contexts. This
approach should not be confused with parent participation programs,
although that is often a fortuitous consequence of the work
described. It is also not an attempt to teach parents "how to do
school" although that could certainly be an outcome if the parents
so desired. Instead, the funds of knowledge approach attempts to
accomplish something that may be even more challenging: to alter
the perceptions of working-class or poor communities by viewing
their households primarily in terms of their strengths and
resources, their defining pedagogical characteristics.
"Funds of Knowledge: Theorizing Practices in Households,
Communities, and Classrooms" is a critically important volume for
all teachers and teachers-to-be, and for researchers and graduate
students of language, culture, and education.
The concept of "funds of knowledge" is based on a simple premise:
people are competent and have knowledge, and their life experiences
have given them that knowledge. The claim in this book is that
first-hand research experiences with families allow one to document
this competence and knowledge, and that such engagement provides
many possibilities for positive pedagogical actions.
Drawing from both Vygotskian and neo-sociocultural perspectives in
designing a methodology that views the everyday practices of
language and action as constructing knowledge, the funds of
knowledge approach facilitates a systematic and powerful way to
represent communities in terms of the resources they possess and
how to harness them for classroom teaching.
This book accomplishes three objectives: It gives readers the basic
methodology and techniques followed in the contributors' funds of
knowledge research; it extends the boundaries of what these
researchers have done; and it explores the applications to
classroom practice that can result from teachers knowing the
communities in which they work.
In a time when national educational discourses focus on system
reform and wholesale replicability across school sites, this book
offers a counter-perspective stating that instruction must be
linked to students' lives, and that details of effective pedagogy
should be linked to local histories and community contexts. This
approach should not be confused with parent participation programs,
although that is often a fortuitous consequence of the work
described. It is also not an attempt to teach parents "how to do
school" although that could certainly be an outcome if the parents
so desired. Instead, the funds of knowledge approach attempts to
accomplish something that may be even more challenging: to alter
the perceptions of working-class or poor communities by viewing
their households primarily in terms of their strengths and
resources, their defining pedagogical characteristics.
"Funds of Knowledge: Theorizing Practices in Households,
Communities, and Classrooms" is a critically important volume for
all teachers and teachers-to-be, and for researchers and graduate
students of language, culture, and education.
Vygotsky's legacy in education is enduring and prolific,
influencing educational research and scholarship in areas as far
ranging child development, language and literacy development,
bilingual education, and learning disabilities to name but a few.
In this accessible, introductory volume, renowned Vygtosky
authority Luis C. Moll presents a summary of Vygtoskian core
concepts, constituting a cultural-historical approach to the study
of thinking and development. Moll emphasizes what he considers
central tenets of Vygotsky's scholarship --- the sociocultural
genesis of human thinking, the consideration of active and dynamic
individuals, a developmental approach to studying human thinking,
and the power of cultural mediation in understanding and
transforming educational practices, broadly considered. After an
introduction to Vygotsky's life, the historical context for his
work, and his ideas, Moll provides examples from his educational
research inspired by Vygotsky's work. With both critical scrutiny
of current interpretations of Vygotksian theory and clear deference
for the theorist known as "The Mozart of Psychology," Moll stresses
the many ways Vygotksy's theory can offer a theory of possibilities
for positive pedagogical change.
The seminal work of Russian theorist Lev Vygotsky (1896-1934) has
exerted a deep influence on psychology over the past 30 years.
Vygotsky was an educator turned psychologist, and his writings
clearly reflected his pedagogical concerns. For Vygotsky, schools
and other informal educational situations represent the best
cultural laboratories to study thinking. He emphasized the social
organization of instruction, writing about the "unique form of
cooperation between the child and the adult that is the central
element of the educational process." Vygotsky's emphasis on the
social context of thinking represents the reorganization of a key
social system and associated modes of discourse, with potential
consequences for developing new forms of thinking. This volume is
devoted to analyzing Vygotsky's ideas as a means of bringing to
light the relevance of his concepts to education. What does
Vygotsky's approach have to offer education? Distinguished scholars
from various countries and representing several disciplines discuss
the essence and significance of Vygotsky's work, analyze the
educational implications of his thoughts, and present applications
in practice, addressing educational issues such as school
organization, teacher training, educational achievement, literacy
learning and development, uses of technology, community-based
education, and special education.
The seminal work of Russian theorist Lev Vygotsky (1896-1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the "unique form of cooperation between the child and the adult that is the central element of the educational process." Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education.
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