This book adds critical and social perspectives to Vygotsky's initial principles to expand his legacy to global contemporary needs such as a critical reflection from the perspective of social change, ethical-political situations of action power, and awareness of the social environment to actively change the existing forms of life.

The teacher’s role is to create opportunities that intrinsically motivate children to externalize their thoughts. Human beings have multiple means of expression: this is powerful when children have the opportunity to have a real voice. The realities of children’s experiences in their local communities are powerful resources for the language curriculum and help to create an understanding of the value the languages and cultures of children and teachers bring from a multicultural perspective. Thus, teachers can help children develop their cultural and linguistic identities to promote multiculturalism, multilingualism, and translingualism so they can thrive in a complex and changing world. The Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development approaches language and literacy development from a socio-cultural and linguistic perspective. This book offers global perspectives on language and literacy from international experts working with both children and educators. It offers readers a diversity of voices and experiences of professionals in the field that can inform their teaching and research. Covering topics such as critical literacy, emotional engagement, and multilingual resources, this major reference work is an indispensable resource for administrators and educators of both K-12 and higher education, pre-service teachers, teacher educators, biblio-therapists, librarians, researchers, and academicians.

Researchers need the concept of agency to address diverse and urgent social problems of our time. Cultural-historical activity theory, originally started with Vygotsky, is widely used in education, psychology, sociology, and transdisciplinary contexts. Scholars and students in diverse disciplines will benefit from this volume.

This book frames a series of protests occurred in Brazil from 2013 to 2016 as exemplary cases of global trends in contentious politics to analyze the tension between two forms of collective action: the militant (militante) and the prefigurative activist (ativista). Building on sociology, political science, and psychology, it explores the relationship between protestors' activities and conceptions of political participation with their subjectivity and agency. The protest cycle triggered by the June 2013 events in Brazil gave strength and popularity to repertoires and strategies of collective action uncommon and innovative. Those praxes defied political parties' conventions, highlighted the limitations of militant unionist tradition, and brought prefigurative activism to the Brazilian left-wing agenda. In this book, Andre Luis Leite de Figueirêdo Sales combines theoretical tools and traditions from South and North America to build an interdisciplinary approach to Political Psychology and answer the question: what psycho-political differences lie behind the disparate forms of political action adopted by militantes (militants) and ativistas (prefigurative activists) in Brazil? Inspired by books of short stories, the chapters discuss different aspects of the distinction between militancy and prefigurative activism. On them, the author deals with problems such as: how are the ongoing changes in Brazilian protest culture connected with the rising popularity of autonomist movements across the globe? What differences does it make rooting protest strategies in principles like resistance or refusal? How does the culture informing militants and prefigurative activists' conduct affect their political goals and horizons? How does militant and prefigurative activist culture relate to militants and prefigurative activists' forms of political consciousness? A Political Psychology Approach to Militancy and Prefigurative Activism: The Case of Brazil will be a valuable tool for social movement researchers from different disciplines interested in understanding how can subjectivity be, at the same time, a determiner of activities performed in collective action, and determined by these same transformative deeds.

Reviews the history and philosophy of a classic approach to teaching, while emphasizing its continuing relevance for contemporary schooling.

The Palgrave International Handbook of Marxism and Education is an international and interdisciplinary volume, which provides a thorough and precise engagement with emergent developments in Marxist theory in both the global South and North. Drawing on the work of authoritative scholars and practitioners, the handbook explicitly shows how these developments enable a rich historical and material understanding of the full range of education sectors and contexts. The handbook proceeds in a spirit of openness and dialogue within and between various conceptions and traditions of Marxism and brings those conceptions into dialogue with their critics and other anti-capitalist traditions. As such, it contributes to the development of Marxist analyses that push beyond established limits, by engaging with fresh perspectives and views that disrupt established perspectives.

This book opens up a critical dialogue within and across the theoretical traditions of critical psychology and cultural-historical psychology. It explores and addresses fundamental issues and problems within both traditions, with a view to identifying new avenues for productive discussion and cooperation between these two important movements in contemporary psychology. Accordingly, the book gathers contributions from a range of internationally respected researchers from both fields who have demonstrated a willingness to look critically, and self-critically, at their theoretical allegiances and trajectories. This book provides readers with the opportunity to both appreciate and reflect on fundamental differences of perspective across the ‘cultural-historical’/’critical’ psychology divide and, thereby, to consider and debate key issues facing the discipline of psychology more generally.