Vygotsky’s decolonial pedagogical legacy in the 21st century
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Bibliographic Data
| ID | 18969991 |
|---|---|
| Authors | Joanne Hardman (0000-0002-1592-7357, University of Cape Town, corresponding author) |
| Year | 2021 |
| Volume | 28 |
| Issue | 3 |
| Pages | 219-233 |
| Publication date | 2021-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Mind Culture and Activity (JOURNAL) |
| Journal identifiers | ISSN: 1074-9039 • E-ISSN: 1532-7884 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10749039.2021.1941116 |
| OpenAlex | W3186080844 |
| Language | EN |
| Citations received | 5 |
| References cited | 33 |
This largely theoretical paper traces the continued influence that the work of Vygotsky has in studying teaching/learning in schools. The advent of the 21st century has led to a call for novel pedagogical models to enable children think in ways pertinent to our technologically based societies. Currently, the 4th Industrial revolution is playing out against the backdrop of climate change, a rise in right wing movements, and a call for decolonial education to challenge the hegemony of a colonial worldview. This paper presents an argument for how Vygotsky and the Neo-Vygotskian’s work does not require a novel pedagogy, but rather, that we reclaim its relevance for the 21st century, illustrating how the concepts underpinning it can be used to decolonize contemporary pedagogy. The paper foregrounds aspects of Vygotsky’s work and draws on Hedegaard’s further developments to argue for a decolonial pedagogy that arises from this knowledge base. The problematic addressed in this paper relates to schooling in the 4th Industrial Revolution and suggests that schooling today must be about more than the acquisition of academic content; it must be geared toward developing critical, collaborative forms of thought capable of transforming both the child and the world. In this paper, I argue for the foundation of such a schooling in the work of Vygotsky and the Neo-Vygotskians, by articulating a decolonial pedagogy grounded on this body of work
Epistemology · Hegemony · Industrial Revolution · Pedagogy · Political science · Politics · Sociology · Zone of proximal development · Educational and Psychological Assessments · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Law · Philosophy
Sociedades automatizadas y Educación 4.0. Retos, perspectivas y contradicciones de pensar la formación humana como Ingeniería Social
Agency in cultural-historical activity theory
Cultural-historical reflection on learning, place, and legacy of Vygotsky
Unexpected Сonnections
Taking children and young people seriously
Thought and language.
The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction
Technological pedagogical content knowledge – a review of the literature
The Role of Tutoring in Problem Solving
Truth and Progress
Inquiry in the Meno
Coloniality of Power, Eurocentrism, and Latin America
Emotions in Imaginative Situations
When everything new is well-forgotten old
Scholarship in the context of a historic socioeconomic and political turmoil
A transformative pedagogy for a decolonial world
The Influence of L. S. Vygotsky on Education Theory, Research, and Practice
On the Postcolony
Decolonial pedagogy and the ethics of the global
Situated Learning and Cognition
Theorizing from the Borders
| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |