Radical-local Teaching and Learning: A Cultural-historical Approach
The cultural-historical approach started in the 1930s by Lev Vygotsky, who held that learning and instruction are the means to development, is the foundation for the Radical-Local Theory of Teaching and Learning formulated by Mariane Hedegaard and Seth Chaiklin in the first part of the book. The central concern in this approach to education is how to integrate particular historical and cultural conditions that the children encounter into educational practices. The second half of the book is an extensive case study of an after-school programme for Puerto Rican primary students in East Harlem, New York conducted in a radical-local perspective. This programme focussed on the history of the community and of Puerto Rican immigration, and the study describes how it helped students become both more positive and more critical about their backgrounds. By acquiring basic academic skills in a theoretical framework the children learn how to analyse their own local situation, addressing not only immediate issues (housing conditions, family life, community dynamics) but also historical issues. Unlike apparently similar culturally responsive approaches to teaching underprivileged children, radical-local teaching explicitly uses subject matter teaching to encourage children's development in relation to their social conditions. Hedegaard and Chaiklin detail how they developed concrete lesson plans in a radical-local perspective, and enumerate the accomplishments as well as the difficulties they encountered in implementing this approach.
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RadicalLocal Teaching and Learning for Education and Human Development
Education in a Societal Perspective
An Introduction to RadicalLocal Teaching and Learning
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acquire analysis aspects background Chapter chart child class dialogue classroom conceptual relations conditions and family core model core relations create Cuba cultural minority cultural-historical Davydov days in Puerto discussion double move approach draw East Harlem ecological niche educational practice empirical knowledge evaluate everyday concepts example Fernando Figure focus focused Foraker Act formulated Gabby graphs groups Hedegaard high school Hispanic historical idea of radical-local institutional practice interactions interventions interview investigation Korin Latino learning activity living conditions Manhattan needs old days parents participate phase possible poverty line problem area Puerto Rican children Puerto Rico pupils questions radical-local perspective radical-local teaching relevant research procedure Sascha scientific concepts self-concept session the children situation social specific started subject-matter area subject-matter content subject-matter knowledge subject-matter teaching tasks teacher asks teaching and learning teaching experiment teaching programme theoretical knowledge timeline tion traditions U.S. Census Bureau understanding United Vygotsky York City