Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 116-129 |
| Number of pages | 14 |
| Journal | Asia Pacific Journal of Education |
| Volume | 37 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- Vygotsky
- sociocultural theory
- genetic method
- mediation
- globalization
- global theory
Cite this
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Vygotsky’s sociocultural theory in the context of globalization. / Marginson, Simon; Dang, Thi Kim Anh.
In: Asia Pacific Journal of Education, Vol. 37, No. 1, 2017, p. 116-129.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Vygotsky’s sociocultural theory in the context of globalization
AU - Marginson, Simon
AU - Dang, Thi Kim Anh
PY - 2017
Y1 - 2017
N2 - The article reviews the social-educational theorization of the early Soviet psychologist L. S. Vygotsky (1896–1934) in the light of the impact of communicative globalization in educational practice. Vygotsky proposed four “genetic domains” for investigating higher cognitive processes:the phylogenetic (humans undergoing natural evolution), the cultural historical(social activity of humans), the ontogenetic (individual lifespan),and the microgenetic (immediate events). Vygotskian sociocultural theory is widely used in educational research, especially Vygotsky’s notion of mediated development via tools and signs. Since Vygotsky, communicative globalization has transformed educational potentials. Nevertheless, provided adjustments are made to Vygotsky’s genetic method to incorporate time space compression, the mutual presence of the genetic domains, and the glonacal heuristic, Vygotskian theory continues to be useful in socially situated investigations of educational development and transformation,and opens another way into the global, for example investigation of the role of global mediation in learning.
AB - The article reviews the social-educational theorization of the early Soviet psychologist L. S. Vygotsky (1896–1934) in the light of the impact of communicative globalization in educational practice. Vygotsky proposed four “genetic domains” for investigating higher cognitive processes:the phylogenetic (humans undergoing natural evolution), the cultural historical(social activity of humans), the ontogenetic (individual lifespan),and the microgenetic (immediate events). Vygotskian sociocultural theory is widely used in educational research, especially Vygotsky’s notion of mediated development via tools and signs. Since Vygotsky, communicative globalization has transformed educational potentials. Nevertheless, provided adjustments are made to Vygotsky’s genetic method to incorporate time space compression, the mutual presence of the genetic domains, and the glonacal heuristic, Vygotskian theory continues to be useful in socially situated investigations of educational development and transformation,and opens another way into the global, for example investigation of the role of global mediation in learning.
KW - Vygotsky
KW - sociocultural theory
KW - genetic method
KW - mediation
KW - globalization
KW - global theory
U2 - 10.1080/02188791.2016.1216827
DO - 10.1080/02188791.2016.1216827
M3 - Article
VL - 37
SP - 116
EP - 129
JO - Asia Pacific Journal of Education
JF - Asia Pacific Journal of Education
SN - 0218-8791
IS - 1
ER -