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Narrative Psychology and Vygotsky in Dialogue : Changing Subjects.

Author: Jill Bradbury
Publisher: London : Routledge, 2019.
Series: Concepts for Critical Psychology
Edition/Format:   eBook : Document : English : First editionView all editions and formats
Summary:
This book draws together two domains of psychological theory, Vygotsky's cultural-historical theory of cognition and narrative theories of identity, to offer a way of rethinking the human subject as embodied, relational and temporal. A dialogue between these two ostensibly disparate and contested theoretical trajectories provides a new vantage point from which to explore questions of personal and political change.  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version :
Named Person: L S Vygotskiĭ; L S Vygotskiĭ
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Jill Bradbury
ISBN: 9781315147826 1315147823 9781351375337 1351375334 9781351375344 1351375342 9781351375320 1351375326
OCLC Number: 1119391385
Description: 1 online resource (xviii, 198 pages).
Contents: Series Editor Preface Author Preface Chapter 1 - Vygotsky's Narrative Subject Chapter 2 - The subject of psychology: A narrative of Vygotsky and critical psychologies Chapter 3 - Ubuntu: reconceptualising personhood Chapter 4 - (Mis)understandings and active ignorance Chapter 5 - The question of potential: a Narrative of Vygotsky in action, then and now. Chapter 6 - Educating (Our)Selves: Narratives of (un)learning and being Chapter 7 - Histories and hope: acting, thinking and being in the present Bibliography
Series Title: Concepts for Critical Psychology

Abstract:

This book draws together two domains of psychological theory, Vygotsky's cultural-historical theory of cognition and narrative theories of identity, to offer a way of rethinking the human subject as embodied, relational and temporal. A dialogue between these two ostensibly disparate and contested theoretical trajectories provides a new vantage point from which to explore questions of personal and political change. In a world of deepening inequalities and increasing economic precarity, the demand for free, decolonised quality education as articulated by the South African Student Movement and in many other contexts around the world, is disrupting established institutional practices and reinvigorating possibilities for change. This context provokes new lines of hopeful thought and critical reflection on (dis)continuities across historical time, theories of (social and psychological) developmental processes and the practices of intergenerational life, particularly in the domain of education, for the making of emancipatory futures. This is essential reading for academics and students interested in Vygotskian and narrative theory andcritical psychology, as well as those interested in the politics and praxis of higher education.

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