Foreword by Michael Cole
1. Introduction: Overcoming Injustices Through Education and Learning with Cultural Historical Research, (Jaakko A. Hilppö, University of Helsinki, Helsinki, Finland; Patricia Martínez-Álvarez, Teachers College, Columbia University, USA; Monica Lemos, University of Helsinki, Helsinki, Finland; José W. Meléndez, University of Oregon, Eugene, USA; Peter Hick, Edge Hill University, Ormskirk, United Kingdom; and Megan E. Lynch, Boise State University, Boise, Idaho)
Section I: Foundations and Theory
2. Introduction: Foundations and Theory in Cultural Historical Research, (Megan E. Lynch, Boise State University, Boise, Idaho; and Patricia Martínez-Álvarez, Teachers College, Columbia University, USA)
3. Politicizing Cultural-Historical Theory: Drawing on Solidarity in Activist-Transformative Self-and-World-Corealizing, (Anna Stetsenko, Brooklyn College, CUNY, Brooklyn, USA)
4. Activity Theory and Transformative Agency by Double Stimulation in Institutional Contexts, (Felipe Sanches Lopez and Cristiano Rodrigues de Mattos, Federal University of São Carlos, São Carlos, Brazil)
5. Enacted Utopias: An Activity Theoretical Construct of Learning and Agency beyond Classic Utopianism, (Annalisa Sannino, Tampere University, Tampere, Finland; Mattia Favaretto, Free University of Bozen-Bolzano, Bolzano, Italy; Marco Antonio Pereira Querol, Federal University of Sergipe, São Cristovão, Brazil; and Ge Wei, College of Elementary Education, Capital Normal University, Beijing, China)
6. Hybrid Psychological Agents and Hybrid Contexts of Activity: Cultural-Historical Praxis for Socio-Educational Transformation through Music, (Beatriz Macías-Gómez-Estern, Universidad Pablo de Olavide, Seville, Spain)
7. Defectology: The Stone Rejected by the Builder becomes the Cornerstone of a New Construct, (Peter Smagorinsky, University of Georgia, Athens, USA)
8. Theoretical Heteroglossia and New Research Stories: Theorizing-and-Braiding Toward an Indigenized Methodological Framework For Research in Coloniality and Communities of Dominated Peoples, (Socorro Orozco, Carlos Tejeda and Amy Tien, California State University, Los Angeles, Los Angeles, USA)
Section II: Methodology and Method
9. Methodology and Methods in Cultural Historical Research: Foundations in Motion, Method as Praxis, and Research in Times of Persistent Injustice, (Monica Lemos, University of Helsinki, Helsinki, Finland; and Peter Hick, Edge Hill University, Ormskirk, United Kingdom)
10. What Can School Give? Empowering Students to Take Ownership of Their Own Learning, (Pauliina Rantavuori, Tampere University, Tampere, Finland; and Yrjö Engeström, University of Helsinki, Helsinki, Finland)
11. Community Workshops as a Method of Tackling Digital Inequities, (Virpi Lund, Laurea University of Applied Sciences, Vantaa, Finland; and Soile Juujärvi, Laurea University of Applied Sciences, Vantaa, Finland and University of Helsinki, Helsinki, Finland)
12. From Proficiency to Possibility: Expansive Learning Through a CHAT Formative Intervention, (Kathryn N. Rusnak, Purdue University, West Lafayette, USA)
13. Expanding Cultural-Historical Research Through Speculative Youth Participatory Action Research (YPAR): Excerpts from Refugee Youth Identifying and Addressing Linguistic Racism in British Columbia, (Natacha Monestel Mora and Jennifer A. Vadeboncoeur, University of British Columbia, Vancouver, Canada)
14. Playworlds as a Form of Romantic Science: Participatory Design Research with Young Children, Their Teachers, Artists, and Imaginary Characters, (Anna Pauliina Rainio, University of Helsinki, Helsinki, Finland; Beth Ferholt and Dimitris Antoine Alexakos, Brooklyn College, CUNY, Brooklyn, USA)
15. Haintology and Haintery: Story, Memory, and Cultural Historical Inquiry in Education, (Lisa Marie Westbrooks, Wayne State University, Detroit, USA)
16. Nosotras Contamos: Methodological Perspectives of Educational Research in Contexts of Exclusion, (Eliana Bussi, Universitat Oberta de Catalunya, Barcelona, Spain; Yanina Carpentieri, Sofia Dafunchio and Silvia Grinberg, Universidad Nacional de General San Martín, San Martín, Argentina; and Alfredo Jornet, Universitat de Girona, Girona, Spain)
17. Engaged Research as Collective Activity: Confronting Ethical-Political Suffering through Brincadas, (Fernanda Coelho Liberali, Pontifícia Universidade Católica de São Paulo, São Paulo, Brazil)
18. Introduction: Arena of Application: An Ocean of Political Imaginaries of Citizenship, (José W. Meléndez, University of Oregon, Eugene, USA)
19. Envisioning Possible Futures through a Prolepsis Lens: Toward Intersectional Justice for Multilingual Learners with and without Disabilities, (Dosun Ko, Santa Clara University, Santa Clara, USA; Minhye Son, California State University, Dominguez Hills, Carson, USA; and Yehyang Lee, Syracuse University, Syracuse, USA)
20. Disabled Children in Icelandic Preschools: Advancing Social Justice by Developing Relational Practices, (Jóna Guðbjörg Ingólfsdóttir and Þuríður Jóna Jóhannsdóttir, University of Iceland, Reykjavík, Iceland)
21. Tools of the Mind: A Vygotskian-based Alternative to "The Pedagogy of Poverty", (Elena Bodrova, Metropolitan State University of Denver, Denver, USA; and Deborah J. Leong, Tools of the Mind, Inc., Shirley, MA, USA and Metropolitan State University of Denver, Denver, CO, USA)
22. Education as a Social Justice Endeavour: Towards an Inclusive Pedagogy in Schooling in the Teach-Assess-Teach (TAT) Model, (Joanne Hardman, University of Cape Town, South Africa and Lomonosov Moscow State University, Moscow, Russia)
23. Revisiting, Rewriting, and Reimagining Education Across Spatial and Temporal Systems, (Na Lor, Teachers College, Columbia University, USA; Taucia Gonzalez, University of Arizona, Tucson, USA; Mariana Pacheco, University of Wisconsin-Madison, Madison, USA; Kate Roberts, Metropolitan State University, St. Paul, USA; and Joan Hong, University of Maryland, College Park, USA)
24. Connecting Cultural-Historical Activity Theory with Indigenous Knowledges to Decolonise Pedagogy, (Nick Hopwood, School of International Studies and Education, University of Technology Sydney, Sydney, Australia and Institute for Education, Stellenbosch University, Stellenbosch, South Africa; Bal Chandra Luitel, Kathmandu University School of Education; Rabina Maharjan, Saraswati Niketan Secondary School, Kathmandu, Nepal and School of Education, Kathmandu University School of Education, Kathmandu University, Lalitpur, Nepal; Binod Prasad Pant, Kathmandu University School of Education, Kathmandu University, Lalitpur, Nepal; Sarita Nepal, Juddodaya Public High School, Kathmandu, Nepal; Keith Heggart, University of Wollongong, Wollongong, Australia; and Lauren Knussen, University of Technology Sydney, Sydney, Australia)
25. Promoting the K-12 STEM Teaching Workforce: Challenges for Systems Change from the Perspective of Cultural-Historical Activity Theory, (Hyunju Lee, Smithsonian Science Education Center, Smithsonian Institution, Washington, DC, USA; Helen Bond, Howard University, Washington, DC, USA; Amy D'Amico, Smithsonian Science Education Center, Smithsonian Institution, Washington, DC, USA; and Carol O'Donnell, Smithsonian Science Education Center, Smithsonian Institution, Washington, DC, USA)
26. Mediating Learning with Change Laboratory Tools in Teacher Education: Preservice Teachers Reconceptualize Bilingual Learners and Pedagogy, (Sharon Chang, Carmen M. Martínez-Roldán and María Torres-Guzmán (?), Teachers College, Columbia University, USA)
27. Towards a Transformative Framework for Digital Equity in Education: A Cultural-Historical Approach, (Dr Warren Lilley, School of Education, University of Cape Town, South Africa)
28. Scholarly Writing as Joint Activity: Transformative and Inclusive Collaboration within the Academy, (Mara Welsh Mahmood, Berkeley School of Education; University of California, Berkeley, USA; John Cano, Berkeley School of Education; University of California, Berkeley, USA; Marjorie Elaine, University of California, Los Angeles, CA, USA; and Micaela Bronstein, University of California, Los Angeles, CA, USA)
29. Change of Operating Concept of Activity in Youth Workshops, (Sirpa Ylimaula, University of Oulu, Oulu, Finland; and Hanna Toiviainen, Tampere University, Tampere, Finland)
30. The Impact of Involvement in Out-of-School Activities on Child's Development: Hidden Potential of After-School Time, (Ivanov Ivan, Higher School of Economics, Moscow, Russia; and Ekaterina Ostapenko, Institute of Education, HSE University, Moscow, Russia)
31. Ilyenkovian Images and Social Pedagogical Practice. Beginning the Conversation, (Cecile Remy, University of Strathclyde, Glasgow, UK)
32. Reflections on the Significance of Cultural, Ethnic, and Personal Experience in Becoming a Cultural Historical Activity Theory Scholar, (Artin Göncü, University of Illinois Urbana-Champaign, Urbana, IL, USA)
33. Conclusion: The Past and the Future of Cultural Historical Research, (Patricia Martínez-Álvarez, Teachers College, Columbia University, USA; Monica Lemos, University of Helsinki, Helsinki, Finland; Jaakko A. Hilppö, University of Helsinki, Helsinki, Finland; José W. Meléndez, University of Oregon, Eugene, USA; Peter Hick, Edge Hill University, Ormskirk, United Kingdom; and Megan E. Lynch, Boise State University, Boise, Idaho)
References
Index
