Cultural-Historical Theory And Modern Educational Practice

Abstract

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Towards Dialogic Metaphors of Learning – from Socialization to Authoring

“…In a similar vein, scholars in education have pointed to the need of rethinking children and childhood in the context of institutional learning and development. For example, Veraksa and Sheridan (2018) recognize the instructional consequences of preschool children's agentic subjectivity, and they argue for deliberately involving young students in decision-making and having a say in designing their learning experiences (cf. Kullenberg, 2019).…”

“…As mentioned earlier, James et al (1998), Veraksa and Sheridan (2018) and others argue that transitional theorizing of children's development, where they are not ascribed agentic value in their here-and-now activities, has problematic consequences. Although we have seen a longstanding international trend of emphasizing so-called progressive and child-oriented teaching, there is still a lack of research and instructional practices of focusing on the children's perspectives and voices as guidelines.…”

Parenting In International Educational Environment: An Authorial Typology Of The Concept

“…We explain the coinciding nominations of the concept 'parenting' detected in this type by the orientation of professional communities towards the main idea of Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4 -'to transform lives through education' (UNESCO, 2016). From this point of view, the instrumental type reflects the support of parenting in international educational environment as the response to structural changes occurring in contemporary families, to socio-cultural transformations of society and educational landscapes and to the challenge of the society for modern parental education (Bagirova, Shubat, Abdygapparova, & Karaeva, 2017;Report «Helping parents…», 2012;Shustova & Svorotova, 2017;Veraksa & Sheridan, 2018). Its new conceptualization requires the search for prospects of improving family support in order to stimulate positive relationship between parents and children, parents and educators, which helps everyone realize their full potential in contemporary society.…”

The Dialogue Of Pedagogical And Family Cultures In Educational Environment

“…Theoretical and empirical studies conducted in different social and linguistic communities provide effective solutions to the problem of parental engagement in educational system of the receiving country as well as develop the methods of pedagogical support of groups at risk of exclusion in the context of intercultural education (Abylasynova & Kadyrkulova, 2019;Astashova & Bondyreva, 2016;Danilova et al, 2019;Duke et al, 2016;Merzlyakova, 2016;Sehnem et al, 2016;Veraksa & Sheridan, 2018). We believe that an experience of teaching of languages to migrant children and parents can be interesting for the international scientific and pedagogical community in the new conditions of challenges of modern society.…”