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| Autor/in | Vu Huy Tran, Hoang |
|---|---|
| Titel | The Zone of Proximal Privilege: Towards a Vygotskian Theory of Privilege in Education |
| Quelle | In: International Journal of Qualitative Studies in Education (QSE), 35 (2022) 7, S.791-804 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0951-8398 |
| DOI | 10.1080/09518398.2022.2061634 |
| Schlagwörter | Power Structure; Social Systems; Financial Support; Learning Theories; Learning Processes; Education; Developmental Psychology; Political Attitudes; Marxian Analysis; Whites; Racial Factors; Advantaged |
| Abstract | Foundational to Vygotsky's Zone of Proximal Development (ZPD) was the influence of Marx's theory of historical materialism. Vygotsky's work radically rejected the traditional approaches of developmental psychology. The ZPD centralized the importance of potential development not only by measuring or testing what a child could perform, but a tool to observe developmental change as a dialectical product of society and material life. In other words, social structures and the dynamic material world play a significant role in shaping the child's development. It follows then that contemporary uptakes of Vygotsky's ZPD likewise would be remiss to neglect the importance of historical materialism and take account of the dynamism of modern capital. This paper offers for further engagement the Zone of Proximal Privilege--a contemporary uptake of Vygotsky's work that explores the ways that the excesses of capital have created vast educational privileges for some while constricting access and development for many others. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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