Special Interest Group
Socio-cultural theory is becoming an increasingly important focus of theoretical work, evident from the establishment of research groups and centres across the UK, including the Bath Centre for Sociocultural and Activity Theory Research (CSAT), Oxford Centre for Social Activity Theory (OSAT), and Manchester Socio-cultural Theory Interest Group. Socio-cultural approaches to education draw on the tradition of Vygotsky (e.g. Holland, Rogoff, Lave, Wenger, also drawing on Bourdieu) and often also on post-Vygotskyan Activity Theory (Luria, Leont’ev, Davydov etc).
Latterly called ‘Cultural-Historical Activity Theory’ (CHAT) by Cole and Engestrom, this framework also draws on the Bakhtinian tradition and Western cultural anthropology. A common thread among the diverse approaches is a focus on learning as developing through social interaction. These approaches thus have strong links with the study of discourse and social interaction, drawing on the work of Bernstein and Halliday (e.g. Hasan, Wells, Lemke, Lantolf and Gee). Current debates involve issues to do with the integration of perspectives and methodologies, e.g. the linkage of social linguistics and sociology with this theoretical work.
The SIG aims to further theoretical developments in socio-cultural theory, with attention to ‘empirical groundings’ providing support for ways in which particular socio-cultural perspectives can inform research, policy and practice. Objectives
Senior Lecturer in Education at London Metropolitan University
Mabel has a strong commitment and passion for equality, diversity, and social inclusion. She is a Senior Lecturer in Education at London Metropolitan University. Her current research topic is Creative Strategies in Early Years Learning. One the...
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The Socio-Cultural and Cultural-Historical Activity Theory SIG aims to further theoretical developments in socio-cultural theory, with attention to ‘empirical groundings’ providing support...
