Lev Semenovich Vygotsky 1896–1934

Gajdamaschko, Natalia

doi:10.1016/b978-0-12-375038-9.00231-4

Cited by 4 publications

(4 citation statements)

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“…By situating the DPOs' disability-inclusive DRR projects within a social structure, in which participants work towards goals by co-creating solutions with other stakeholders and using tools specific to that context, the resulting theoretical perspectives helped reveal what made inclusion possible (or not possible) and helped explain how multi-stakeholder collaboration might occur to advance the realisation of the disability-inclusion principle of the Sendai Framework (UNDRR, 2015). Finally, the application of SCAT in this project confirmed that this is a dialectical theory that is constantly working through tensions and contradictions (Engestr€ om, 2001;Gajdamaschko, 2011). This helped reveal the idea that the collaboration and collective problem-solving occurring between DPOs and multi-stakeholders serve as the driving factors that can push DPOs to move forward, lead and achieve the goals of inclusion in DRR.…”

Section: Reflection and Conclusionsupporting

confidence: 61%

“…Collaborations between the DPOs and mainstream stakeholders that took place in the three DPO-led DRR projects addressed the two factors above and further exemplify Vygotsky's Zone of Proximal Development described above (Gauvain, 2020), wherein mainstream stakeholders facilitated social interactions and cognitive processes that determined a successful transition of the DPOs from being programme recipients to leaders of DRR projects with much more complex and higher-level tasks. The collaboration further constructed new initiatives (Daniels, 2001) beyond the project scope, which confirmed the "moving" aspect of SCAT (Engestr€ om, 2001;Gajdamaschko, 2011). These critical learnings were enabled by a detailed exploration of experiences and activities from various perspectives and vantage points, i.e.…”

Section: Reflection and Conclusionmentioning

confidence: 81%

“…The key element here, according to Engestr€ om ( 2001), is the intertwining of the concepts of individual agency and sociocultural structure within an activity system. Vygotsky (1978) further described SCAT as a dialectical theory that is constantly working through tensions and contradictions; it is also considered the key driving force of change and development, within and between its elements, which makes the object moving (Engestr€ om, 2001;Gajdamaschko, 2011).…”

Section: Socio-cultural Activity Theory (Scat)mentioning

confidence: 99%

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Bridging the divide: understanding collaborative action in disability-inclusive disaster risk reduction through socio-cultural activity theory

Pertiwi

2022

DPM

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PurposeThis paper presents a methodological reflection on the use of socio-cultural activity theory (SCAT) as a framework to understand collaborative action and problem-solving between people with disabilities and non-disabled stakeholders in three disaster risk reduction (DRR) initiatives led by Disabled People's Organisations (DPOs) in Indonesia.Design/methodology/approachThis paper is based on case study research, using a multiple case design. It looks at the conception and implementation of three DPO-led DRR projects in Indonesia. It focuses hereby on the processes and outcomes of collaborations between DPOs and non-disabled stakeholders. It presents a reflection as to what extent the six elements of SCAT were present.FindingsThe investigation of SCAT's six elements captured the co-construction of DPO-led DRR projects and constant changes and transformation in implementation. The findings reveal the dynamics of the collaboration between DPOs and non-disabled stakeholders (e.g. funding donors, DRR experts, government and community groups) and its outcomes and learning points.Practical implicationsSCAT can provide a better understanding of collaborative learning processes and associated outcomes between DPOs and DRR actors. Such collaborations facilitate the timely and relevant inclusion of people with disabilities in DRR initiatives through DPOs' leadership in DRR. Furthermore, such initiatives can promote the realisation of the disability-inclusion principle of the Sendai Framework for DRR, which is underpinned by the all-of-society approach to DRR.Originality/valueThis paper presents a reflection on the use of SCAT in inclusive disaster studies, thereby enabling further investigation and understanding of how the collaboration between disabled and non-disabled stakeholders occurs, and its implication. This is a topic that has been rarely tackled in the disability and disaster studies literature and practice.

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Section: Reflection and Conclusionsupporting

confidence: 61%

Section: Reflection and Conclusionmentioning

confidence: 81%

Section: Socio-cultural Activity Theory (Scat)mentioning

confidence: 99%

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Bridging the divide: understanding collaborative action in disability-inclusive disaster risk reduction through socio-cultural activity theory

Pertiwi

2022

DPM

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“…In the early 20th century, the psychologist and educational theorist Lev Vygotsky introduced a sociocultural theory that has significantly influenced our understanding of human cognition, language development, and learning processes (van der Veer, 2020). This sociocultural theory emerged following the Bolshevik Revolution and posits that human development is deeply intertwined with the sociocultural context in which individuals live and learn, rejecting the prevailing behaviorist and nativist perspectives at that time (Gajdamaschko, 2011). Importantly, Vygotsky emphasized the role of language in mediating social interactions and facilitating the transmission of cultural knowledge from one generation to the next.…”

Section: Introductionmentioning

confidence: 99%

Applying the MSMLP model in advancing language teaching and learning: a longitudinal case study on soft skills development

Elleuch

2024

Front. Educ.

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Language is a dynamic phenomenon that transcends mere verbal expression. In the educational setting, and particularly language teaching and learning, understanding the processes that underlie communication is crucial for effective pedagogy. The Multi-Stratal Model of Language Processing (MSMLP) emerges as a neurolinguistic framework that not only dissects the complexities of language processing but also offers a multifaceted perspective through which language education can be advanced, moving beyond traditional linguistic boundaries by integrating social, cultural, emotional, gestural, and linguistic components. The study unfolds by examining the foundational linguistic strata, emphasizing the integration of pragmatics, morphosyntax, semantics, and phonology into a more holistic language curriculum. Social dimensions, encompassing sociolinguistic variables, social context, and conversation analysis, are explored, guiding educators to incorporate these elements into their teaching methodologies. The longitudinal case study focuses on soft skills development among first-year English students at the Faculty of Arts and Humanities in Sfax, emphasizing real-world scenarios and comprehensive assessments. The iterative approach assesses the curriculum’s impact on students’ soft skills, highlighting MSMLP’s applicability in language teaching and curriculum design. The study advocates for embracing the MSMLP, fostering a holistic language teaching approach to prepare students for effective communication in diverse real-world contexts, and unraveling the profound connection between language and the expression of thoughts and feelings beyond explicit verbalization.

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The “Creativity Crisis” as a Mind in Crisis: A Cultural-Historical Activity Theory Position

El Maouch,

Jin,

Zhao

et al. 2023

Integr. psych. behav.

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Lev Semenovich Vygotsky 1896–1934

Cited by 4 publications

References 2 publications

Bridging the divide: understanding collaborative action in disability-inclusive disaster risk reduction through socio-cultural activity theory

Bridging the divide: understanding collaborative action in disability-inclusive disaster risk reduction through socio-cultural activity theory

Applying the MSMLP model in advancing language teaching and learning: a longitudinal case study on soft skills development

The “Creativity Crisis” as a Mind in Crisis: A Cultural-Historical Activity Theory Position

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