Introduction: Overcoming Injustices Through Education and Learning with Cultural Historical Research, the editors
Part I: Foundations and Theory
1. Introduction: Foundations and Theory in Cultural Historical Research, Megan E. Lynch (University of North Florida, USA) and Patricia Martínez-Álvarez (Teachers College, Columbia University, USA)
2. Critical Collaborative Research: theoretical-methodological and political approach for school and social transformation, Sueli Salles Fidalgo (Federal University of São Paulo, Brazil) and Maria Cecília Camargo Magalhães (Pontifical Catholic University of São Paulo, Brazil)
3. Defectology: The stone rejected by the builder becomes the cornerstone of a new construct, Peter Smagorinsky (The University of Georgia, USA).
4. Hybrid Psychological Agents and Contexts of Activity Cultural-Historical Praxis for Socio-Educational Transformation Through Music, Beatriz Macías Gómez-Estern (Universidad Pablo de Olavide, Sevilla, Spain)
5. Scholarly Writing as Joint Activity Using CHAT Tools for Transformative, Inclusive and Playful Collaboration Within the Academy, Marjorie Elaine (UCLA, USA), Mara Mahmood (University of California, Berkeley, USA) and John Cano (University of California, Berkeley, USA)
6. Tools of the Mind: An Alternative to “the Pedagogy of Poverty”, Elena Bodrova (Tools of the Mind, Inc, USA) and Deborah J. Leong (Metropolitan State University of Denver, USA)
7. Enacted Utopias: An Activity Theoretical Construct of Learning and Agency beyond Classic Utopianism, Annalisa Sannino (University of Helsinki, Finland), Mattia Favaretto (Free University of Bozen-Bolzano, Italy), Marco Pereira Querol (Federal University of Sergipe, Brazil) and Ge Wei (Capital Normal University Beijing, China)
8. Unbordering Our Narrative: Co-Developing a Chicano Cultural History Curriculum, Eric G. Alvarez and Carlos Casanova (Arizona State University, USA) and Reyna Paulina Cruz Valenzuela (Pomona College, USA)
9. Storying the Family-School Relationships Through Community-Based Fieldwork Experiences of Preservice Teachers, Carlos Tejeda and Socorro Orozco (California State University, USA)
10. Activity Theory and Transformative Agency by Double Stimulation in Institutional Contexts, Cristiano Mattos and Felipe Lopez (University of São Paulo, Brazil)
11. Cultivating Institutional Virtues – Epistemic Justice-Oriented Networks of Cross-Curricular Courses, Hongda Lin, Sami Paavola and Lasse Lipponen (University of Helsinki, Finland)
12. Radicalizing the Legacies of the Past for the Tasks of Today: Cultural Historical Activity Theory and the Struggle for Social Justice, Karlyn R. Adams-Wiggins (Portland State University, USA) and Anna Stetsenko (City University of New York, USA)
Part II: Methodology and Method
13. Introduction: Methodology and Method in Cultural Historical research, Monica Lemos (University of Helsinki, Finland) and Peter Hick (Edge Hill University, UK)
14. From Compliance to Empowerment: Mediating Teacher Activity in Data Team meetings Through Cultural Historical Activity Theory and Collaborative Inquiry, Kathryn Rusnak (Purdue University, USA)
15. Community Workshops as a Method of Tackling Digital Inequity, Virpi Lund and Soile Juujärvi (University of Helsinki, Finland)
16. A Cultural-Historical Approach to Mind Mapping: Charting Tensions and Opportunities for Teacher Educators Preparing Inclusive Educators, Rachel Silva (University of Florida, USA)
17. What Can School Give? Empowering Students to Take ownership of Their Own Learning, Pauliina Rantavuori (Tampere University, Finland) and Yrjö Engeström (University of Helsinki, Finland)
18. Educational (Re)Memory: Black Memory Work Methodologies as Cultural Historical Research in Education, Olivia McNeill (University of Massachusetts, USA)
19. Expanding Cultural Historical Scholarship Through an Examination of Linguistic Racism: Colonial Systems Oppressing Newcomer Youth in British Columbia, Natacha Monestel Mora and Jennifer A. Vadeboncoeur (University of British Columbia, Canada)
20. Method and Methodology: The African American Storytelling Tradition and Revealing Haints, Lisa Marie Westbrooks (Wayne State University, USA)
21. Playworlds as a Form of Romantic Science: Participatory Design Research with Young Children, their Teachers, Artists, and Imaginary Characters, Beth Ferholt (Brooklyn College, USA), Anna Rainio (University of Helsinki, Finland) and Dimitris Alexakos (Brooklyn College, USA)
22. We Count, Eliana Bussi (University of Girona, Spain), Silvia Grinberg, Sofía Dafunchio and Yanina Carpentieri (National University of San Martin, Spain)
23. Online and On Site Formative Interventions Designs and the Transformative Agency of Distributed Coalitions, Brett Bligh (Lancaster University, UK), Yannick Lémonie (Conservatoire National des Arts et métiers, France) and Vincent Grosstephan (Aix-Marseille Université, France)
Part III: Arenas of Application
24. Introduction: Arenas of Application of Cultural Historical research to various fields of practice, Jaakko A. Hilppö (University of Helsinki, Finland) and José W. Meléndez (University of Oregon, USA)
25. Challenges in Systems Change to Enhance the Diversity of the K-12 STEM Teaching Workforce, Hyunju Lee (Smithsonian Science Education Center, USA), Helen Bond (Howard University, USA), Amy D'Amico and Carol O'Donnell (Smithsonian Science Education Center, USA)
26. Preservice Teachers Use Change Laboratory Artifacts to Reconceptualize Bilingual Teaching and Learning, Sharon Chang, Carmen Martínez-Roldán and María Torres-Guzmán (Teachers College, Columbia University, USA)
27. The Potential and Impact After-school Time and Involvement in Children's Development, Ivan Ivanov and Ekaterina Ostapenko (National Research University, Russia)
28. The History of a Culturally Appropriate, Professionally Equitable, and Personally Relevant Early Childhood Teacher Education Program, Catherine Main and Artin Göncü (University of Illinois, USA) 29. The Ambivalence of Acts of Care in Residential Child Care Through an Activity Theoretical Lens, Cecile Remy (University College London, UK)
30. Social Inequality and Subjectivity in Health: The Praxis of Socio-Historical and Cultural Psychology in Vulnerable Territories, Carlos Roberto de Castro-Silva, ClaudNia Camilo and Hailton Yagiu (Federal University of São Paulo, Brazil), Agnaldo Jose Gomes (Pontifical Catholic University of São Paulo, Brazil) and Edna M. Petres Kahhale (University of São Paulo, Brazil)
31. Towards a Transformative Framework for Digital Equity: A Cultural-Historical Approach, Warren Lilley (University of Cape Town, South Africa)
32. Change of Operating Concept in Youth Workshops, Sirpa Irmeli Ylimaula (University of Oulu, Finland)
33. When a Change Lab Meets the Street: How a School Developed a New Culturally Responsive and Responsible Pedagogy, Nick Hopwood (University of Technology Sydney, Australia), Bal Chandra Luitel (Kathmandu University School of Education, Nepal), Rabina Maharjan (Saraswati Niketan School, Nepal) and Binod Prasad Pant (Kathmandu University School of Education, Nepal)
34. Education, Neoliberalism and Democratization in Chile: Cultural Historical Activity Theory in the Schools of Tarapacá Region, L. Ivan Valenzuela Espinoza (Arturo Prat University, Chile)
35. The Disruptors Leading to Implementing English Medium Instruction in Syrian Higher Education System: Between identity, ideology and the need for English as an internationalized language, Maha A Azzazi and Matthew A Witenstein (University of Dayton, USA)
36. Education as a social justice endeavor: Towards an inclusive pedagogy in schooling, Joanne Hardman (University of Cape Town, South Africa)
37. Disabled Children in Icelandic Preschools: Overcoming Injustices Through Relational Practices, Jóna Guðbjörg Ingólfsdóttir and Þuríður Jóna Jóhannsdóttir (University of Iceland, Iceland)
38. Envisioning Possible Futures through a Prolepsis Lens: Toward Intersectional Justice for Multilingual Learners with and without Disabilities, Dosun Ko (Santa Clara University, USA), Minhye Son, Assistant Professor (California State University, USA) and Yehyang Lee (Illinois State University, USA)
39. Revisiting, Rewriting, and Reimagining Education Across Spatial and Temporal Systems, Na Lor Teachers College, Columbia University, USA), Taucia González (University of Arizona, USA), Mariana Pacheco (University of Wisconsin-Madison, USA), Joan Hong (University of Maryland, USA) and Kate Roberts (University of Wisconsin-Madison, USA)
Conclusion: The Future of Cultural Historical Research, the editors
References
Index