CLASSROOM INTERACTION AND THE DEVELOPMENT OF EMPOWERMENT
DOI:
https://doi.org/10.14572/nuances.v26i1.3815Keywords:
Activity in the classroom, subjectivity, cultural-historical theoryAbstract
What is the practical pedagogic value of the zone of proximal development? How might we draw from the writings of Vygotsky and Leontiev with regard to understanding the process of children and young people’s development as socialized intellectual beings? This article applies cultural-historical theory to classroom activity in order to reveal the potential for dynamic change in subjectivity, agency, cooperation and collaboration. After a detailed theoretical contextualization which links primary sources and the cultural-historical tradition to learning and development through classroom activity, an incident in a lesson is discussed and situated in its wider narrative of practical experimentation, diagnosis and implementation.
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CC BY-NC
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