Classroom Interaction and the Development of Empowerment*. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Reed, Malcolm
• Is Part Of: Changing English. Volume 25:Issue 2(2018)
• Page Start: 115
• Page End: 134
• Publication Date: 2018-04-03
• Subjects: Pedagogic collaboration -- zone of proximal development -- agency -- counteraction; English literature -- Study and teaching -- Periodicals; English language -- Study and teaching -- Periodicals; 410
• DOI: 10.1080/1358684X.2018.1458283
• Languages: English
• ISSNs: 1358-684X

Abstract

Abstract: What is the practical pedagogic value of the zone of proximal development? How might we draw from the writings of Vygotsky and Leont'ev with regard to understanding the process of children and young people's development as socialised 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 contextualisation 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.