Re: [xmca] A small request: English version of '"Socio-Cultural-Historical Activity Theories of Development in the Age of Hyperglobalization" article in Russian

[Kim Anh Dang <dangthikimanh@gmail.com>]

Hi Mike and Andy,

Thank you very much, Mike, for sharing your unpublished paper in
English. I will read it with great interest. And thank you, Andy, for
your suggested book.

By the way, I have requested your book on An Interdisciplinary Theory
of Activity, and am very glad to hear you had a very fruitful trip to
South Africa.

Best regards,

Kim

On Thu, Mar 24, 2011 at 10:11 PM, Andy Blunden <ablunden@mira.net> wrote:
> Kim, there are a number of other articles where Mike addresses these issues.
> Have you read his 1997 book, "Cultural Pscyhology" or the article he did
> with Natalia G. in the Cambridge Companion to Vygotsky?
>
> Andy
>
> Kim Anh Dang wrote:
>>
>> Dear Prof. Michael Cole,
>>
>> I am interested in your journal article entitled:
>> "Socio-Cultural-Historical Activity Theories of Development in the Age
>> of Hyperglobalization" published in Russian in Cultural-Historical
>> Psychology; 2009, Issue 1, p66-73, 8p. However, since I don't speak
>> Russian, I cannot read the your article to understand more of your
>> ideas.
>>
>> I know the paper was presented earlier as a keynote to the ISCAR
>> Conference in September 2008, but cannot find the full paper, only the
>> abstract, despite all my efforts.
>>
>> If you have the paper in English, could you kindly send it to me if
>> this is at all possible? My email is: dangthikimanh@gmail.com
>>
>> Thank you very much for your time and attention to this. And I very
>> much look forward to hearing from you.
>>
>> With best wishes,
>>
>> Kim Anh
>>
>>
>>
>>
>>
>> On Wed, Mar 16, 2011 at 6:08 AM, mike cole <lchcmike@gmail.com> wrote:
>>
>>>
>>> Not just for Andy!
>>> mike
>>>
>>> ---------- Forwarded message ----------
>>> From: Teachers College Record <no-reply@tcrecord.org>
>>> Date: Tue, Mar 15, 2011 at 10:46 AM
>>> Subject: Speaking of Thinking: A Beginner's Guide to Hegel's Science of
>>> Logic, Part II
>>> To: Recipient <mcole@ucsd.edu>
>>>
>>>
>>>   [image: Title]
>>>  [image: Subscribe Today] <http://www.tcrecord.org/Subscriptions.asp>
>>>  [image: transparent 13]
>>>   Freely-Available This Week
>>> Articles
>>>  Speaking of Thinking: A Beginner's Guide to Hegel's *Science of Logic*,
>>> Part II <http://www.tcrecord.org/Content.asp?ContentID=16359>
>>> by Philip W. Jackson
>>>  Editor's Note: The *Teachers College Record* is pleased to make
>>> available
>>> to readers a series of excerpts from Speaking of Thinking: A Beginners
>>> Guide
>>> to Hegel's *Science of Logic* by Philip Jackson. These excerpts will be
>>> released as they are available. Professor Jackson welcomes reader
>>> reactions
>>> and comments and plans to make revisions as the entire book takes shape.
>>>
>>>  Ensuring Proper Competency in the Host Language: Contrasting Formula and
>>> the Place of Heritage
>>> Languages<http://www.tcrecord.org/Content.asp?ContentID=15336>
>>> by Marie Mc Andrew
>>>  The article looks at the variety of practices that different societies
>>> (Britain, Quebec, Ontario, the United States, and Belgium) have adopted
>>> to
>>> foster the mastery of the host language by immigrant students, with a
>>> special focus on the degree to which such endeavors follow an immersion
>>> or a
>>> specific services formula and on the role they grant to heritage
>>> languages.
>>>
>>>  Commentaries
>>>  Cultivating the Imagination: Building Learning Environments for
>>> Innovation<http://www.tcrecord.org/Content.asp?ContentID=16341>
>>> by Douglas Thomas & John Seely Brown
>>> The authors explore creativity and imagination as key elements of 21st
>>> century learning, focusing on key principles outlined in their new book
>>> *A
>>> New Culture of Learning*.
>>>  Commonwealth v. Carr: Cocaine, A Dorm Room, and the Fourth
>>> Amendment<http://www.tcrecord.org/Content.asp?ContentID=16286>
>>> by Richard Fossey
>>> College students have a constitutional right to privacy in their
>>> dormitory
>>> rooms, and two young men from Boston College are surely grateful.
>>>
>>>  Book Reviews
>>>  Brokered Boundaries: Creating Immigrant Identity in Anti-Immigrant
>>> Times<http://www.tcrecord.org/Content.asp?ContentID=16316>
>>>  by Douglas S. Massey and Magaly Sanchez R.
>>> reviewed by Annie Mogush Mason
>>> ------------------------------
>>>  The Diversity Paradox: Immigration and the Color Line in Twenty-First
>>> Century America <http://www.tcrecord.org/Content.asp?ContentID=16320>
>>>  by Jennifer Lee and Frank D. Bean
>>> reviewed by Duke W. Austin
>>> ------------------------------
>>>  New World of Indigenous
>>> Resistance<http://www.tcrecord.org/Content.asp?ContentID=16322>
>>>  by Noam Chomsky; Lois Meyer and Benjamin Maldonado (eds.)
>>> reviewed by Mario E. López-Gopar, William Sughrua & Ángeles Clemente
>>> ------------------------------
>>>  Education Out of Bounds: Reimagining Cultural Studies for a Posthuman
>>> Age<http://www.tcrecord.org/Content.asp?ContentID=16324>
>>>  by Tyson E. Lewis and Richard Kahn
>>> reviewed by Inna Semetsky
>>> ------------------------------
>>>  Affirming Students' Right to their Own Language: Bridging Language
>>> Policies
>>> and Pedagogical
>>> Practices<http://www.tcrecord.org/Content.asp?ContentID=16327>
>>>  by Jerrie Cobb Scott, Dolores Y. Straker, and Laurie Katz (eds.)
>>> reviewed by Wayne E. Wright
>>>  2011 NSSE Yearbooks and Call for Proposals for Future
>>> Yearbooks<http://www.tcrecord.org/Content.asp?ContentID=16362>
>>> by
>>> The editors of the Teachers College Record are pleased to announce the
>>> yearbook topics for 2011 and issue a call for new proposals.
>>>
>>> For Subscribers
>>>  Introduction to a Special Issue on Social Aspects of Self-Regulated
>>> Learning: Where Social and Self Meet in the Strategic Regulation of
>>> Learning<http://www.tcrecord.org/Content.asp?ContentID=15975>
>>> by Allyson Hadwin & Sanna Järvelä
>>>  Articles in this special issue share the common goal of grappling with
>>> the
>>> social nature of self-regulated learning (SRL). Five papers contrast
>>> theoretical and empirical approaches and collectively clarify terminology
>>> commonly used for describing the social aspects of self-regulation (e.g.,
>>> coregulation, shared regulation, collective regulation, self-regulation
>>> in
>>> social context, self-in-social-setting regulation). The final section of
>>> the
>>> special issue includes a commentary from a leading researcher in the
>>> field.
>>> In organizing this special issue, we have strategically drawn
>>> internationally from a broad array of prominent and less prominent
>>> perspectives. The goal is to co-construct language and directions for
>>> research and practice that acknowledge social aspects of SRL.
>>>
>>>
>>>  Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring
>>> Perspectives of Social in Self-Regulated Learning
>>> Theory<http://www.tcrecord.org/Content.asp?ContentID=15976>
>>> by Allyson Hadwin & Mika Oshige
>>>  This article contrasts: (a) the role of social influence in the
>>> regulation
>>> of learning, (b) the emerging language for describing regulation of
>>> learning
>>> (self-regulation, coregulation, or socially shared regulation), and (c)
>>> empirical methods for researching social aspects in the regulation of
>>> learning.
>>>
>>>
>>>  Regulation of Motivation: Contextual and Social
>>> Aspects<http://www.tcrecord.org/Content.asp?ContentID=15977>
>>> by Christopher A. Wolters
>>>  This article provides a conceptual understanding and briefly reviews
>>> prior
>>> work regarding the regulation of motivation. As well, social influences
>>> on
>>> the development of regulation of motivation are discussed. Throughout the
>>> article, gaps in prior research and directions for future studies are
>>> noted.
>>>
>>>
>>>
>>>  The Situated Dynamics of Purposes of Engagement and Self-Regulation
>>> Strategies: A Mixed-Methods Case Study of
>>> Writing<http://www.tcrecord.org/Content.asp?ContentID=15978>
>>> by Avi Kaplan, Einat Lichtinger & Michal Margulis
>>>  This study employs mixed methods in an in-depth case analysis of a
>>> ninth-grade studentïŋ―s engagement in a writing task to suggest that
>>> situated purposes of engagement are integral elements in self-regulation
>>> and
>>> that different purposes call for employment of different types of
>>> strategies
>>> and potentially of self-regulation.
>>>
>>>
>>>  Research on Individual Differences Within a Sociocultural Perspective:
>>> Co-regulation and Adaptive
>>> Learning<http://www.tcrecord.org/Content.asp?ContentID=15979>
>>> by Mary McCaslin & Heidi Legg Burross
>>>  Research is presented on teacher-centered instruction and individual
>>> differences among students within a sociocultural
>>> perspectiveïŋ―specifically, within a co-regulation model. Data sources
>>> include classroom observation to identify differences in instructional
>>> opportunity within teacher-centered instruction; studentsïŋ― reported
>>> self-monitoring of their classroom activity to ascertain individual
>>> differences in adaptation to classroom demands; and student performance
>>> on
>>> classroom-like tasks and standardized tests to illuminate the dynamics of
>>> opportunity, activity, and adaptation in student achievement. Results
>>> support the potential of a co-regulation model to understand and enhance
>>> teacher-centered instruction of students who differ in adaptation to
>>> classroom and achievement demands in nontrivial ways.
>>>
>>>
>>>  Socially Constructed Self-Regulated Learning and Motivation Regulation
>>> in
>>> Collaborative Learning
>>> Groups<http://www.tcrecord.org/Content.asp?ContentID=15980>
>>> by Sanna Järvelä & Hanna Järvenoja
>>>  The aim of this study is to identify higher education studentsïŋ― (N =
>>> 16)
>>> socially constructed motivation regulation in collaborative learning.
>>> Three
>>> methodsïŋ―namely, adaptive instrument, video-tapings, and group
>>> interviewsïŋ―were used to assess the individual- and group-level
>>> perspectives on those situations that the students felt were challenging
>>> and
>>> thus possibly activated joint regulation of motivation. The results show
>>> that socially constructed self-regulation emerged when students worked in
>>> collaborative learning groups and made consistent efforts to regulate
>>> their
>>> learning and engagement.
>>>
>>>
>>>  What Have We Learned About the Social Context-Student Engagement
>>> Link?<http://www.tcrecord.org/Content.asp?ContentID=15981>
>>> by Monique Boekaerts
>>>  The author explores how each author contributes to our understanding of
>>> the
>>> social context--self-regulation link. She also describes how the articles
>>> collectively enhance our insights into the social embeddedness of
>>> regulation
>>> strategies in the classroom and lists some of the challenges that remain.
>>>
>>>
>>>
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>
> --
> ------------------------------------------------------------------------
> *Andy Blunden*
> Joint Editor MCA:
> http://www.informaworld.com/smpp/title~db=all~content=g932564744
> Home Page: http://home.mira.net/~andy/
> Book: http://www.brill.nl/default.aspx?partid=227&pid=34857
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