After Piaget, Vygotsky is perhaps the most important educational theorist of the twentieth century. Support for schools and pupils with additional needs has been theorised in a number of ways over the last 100 years and much interest has been shown in the development and relevance of Vygotsky’s ideas. It is ironic, therefore, that so little has been written about the practical application of such a perspective to the field. This book brings together researchers working in the UK and Denmark to reflect on the benefits to be had from taking such a stance on support for children and schools. The contributors are connected with work that has been done at research centres at the universities of Copenhagen and Bath, both of which enjoy strong reputations for their contributions to cultural historical theory. The contributors pursue issues raised by a post-Vygotskian approach and make important contributions to the development of the fields of policy and practice.
|Place of Publication||London|
|Number of pages||256|
|Publication status||Published - 2011|