Versions of Vygotsky

@article{Gillen2000VersionsOV,
  title={Versions of Vygotsky},
  author={Julia Gillen},
  journal={British Journal of Educational Studies},
  year={2000},
  volume={48},
  pages={183 - 198}
}
  • J. Gillen
  • Published 1 June 2000
  • Psychology
  • British Journal of Educational Studies
The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the ‘one of proximal development’ The publication of his recent, albeit incomplete, Collected Works in English affords an opportunity to reassess Vygotsky' work. Potential areas for such rethinking include: a comparison between… 
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65 Citations
Highly Influential Citations
7
Background Citations
37
Methods Citations
2

65 Citations

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Citation Type

“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory
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…
Critical Reflection on the Reception of Vygotsky’s Theory in the International Academic Communities
This paper is an attempt to analyze various types of the reception of Vygotsky’s theory in the international academic communities. The paper develops a critical analysis of three widespread…
Understanding Vygotsky for the Classroom: Is It Too Late?
Determining the capability of Vygotsky’s cultural–historical theory to fulfill key functions of educational theory (such as revealing the complexity of apparently simple events) has been hindered…
Vygotsky in English: What Still Needs to Be Done
TLDR
New translations are certainly needed and analyses should pay attention to the contextual nature of Vygotsky’s thinking and research practice, which tends to downplay the collaborative and experimental nature of his research.
Implications for Teachers and Teacher Educators
This paper begins by examining the emergence of Vygotsky’s notion of the Zone of Proximal Development (ZPD) as a ‘working hypothesis’ that he used to deal with the problem of the relationship between…
STRATEGICALLY MEDIATED ENCOUNTER WITH ALTERITY Implications for Teachers and Teacher Educators
This paper begins by examining the emergence of Vygotsky’s notion of the Zone of Proximal Development (ZPD) as a ‘working hypothesis’ that he used to deal with the problem of the relationship between…
Revisionist Revolution in Vygotskian Science: Toward Cultural-Historical Gestalt Psychology
Lev Vygotsky is presumably the best-known and the most-cited Russian psychologist today. At least this seems to be true of contemporary Russia and North America (Aleksandrova-Howell, Abramson, and…
Should the Cambridge primary review be wedded to Vygotsky?
The Cambridge Primary Review's (CPR) preference for a Vygotskian model of schools learners and learning rather than a Piagetian is queried. There are weaknesses and uncertainties with major…
Vygotsky, education, and teacher education
ABSTRACT The work of Vygotsky is widely used in teacher education and other education-related literature, in discussion of sociocultural perspectives, and in relation to themes such as second…
VYGOTSKY AND THE ZPD: HAVE WE GOT IT RIGHT?
There is a disparity between the historical Vygotsky and the diversity of ‘our Vygotsky’. This disparity is complex because it not only involves the interpretation of text but also mistranslation,…
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