Re: [xmca] RER CHAT Review

hi michael
  sorry to say but the site, you say you testd it, is not working out. would you mind sending it again the paper seems interesting
  ignacio daltonn

Carol Macdonald <carolmacdon@gmail.com> wrote:
  Sorry to do this on-line. Wolff-Michael I am trying to get hold of you
personally and uvic doesnt work. Have you got a new address for me?
Carol Macdonald
carolmacdon@gmail.com

On 25/10/06, Wolff-Michael Roth wrote:
>
> HI all,
> I just found out that a review of the CHAT literature, which I co-
> authored with Yew Jin Lee, has been accepted for publication in
> REVIEW OF EDUCATIONAL RESEARCH. We had made a selection of over 350
> articles from the 600 that we had identified.
>
> I thought that some of you might be interested in this paper before
> it actually appears and therefore made available a preprint copy on
> my server:
>
> http://www.educ.uvic.ca/faculty/mroth/test/CHATReview.pdf
>
> (It works, I tested it.)
>
> Although numerous people get credited for making cultural-historical,
> socio-cultural and other approaches into the West, we came to the
> conclusion that "historians may come to identify in Michael Cole the
> single most influential person for acquainting Western scholars to
> this tradition, both through his writings (e.g., Cole, 1988) and
> through the mediating role of his Laboratory for Comparative Human
> Cognition (LCHC) at the University of California, San Diego (Cole,
> 1984)."
>
>
> Cheers,
> Michael
>
>
> "Vygotsky's Neglected Legacy": Cultural-Historical Activity Theory
> ABSTRACT: We describe an evolving theoretical framework that has been
> called one of the
> best-kept secrets of academia: cultural-historical activity theory
> (CHAT) is the result of
> proposals Lev Vygotsky first articulated, but which his students and
> followers substantially
> developed to constitute much expanded forms in its second and third
> generation. Besides
> showing that activity theory transforms how research should proceed
> regarding language,
> language learning, and literacy in particular, we demonstrate how it
> is a theory for praxis,
> thereby offering the potential to overcome some of the most profound
> problems that has plagued
> both educational theorizing and practice.
>
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>

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