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The mediation of teaching and learning processes through identity artefacts . A Vygotskian perspective

Subero, David, Llopart, Mariona, Siqués, Carina, Esteban-Guitart, Moises·2018·Oxford Review of Education
DOI 10.1080/03054985.2017.1352501
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Abstract

The aim of this paper is to address the teaching and learning processes in schools from a Vygotskian perspective based on the notion of identity artefacts (IAs) which, for our purposes, consist of documents created by the learners about themselves, in which they try to capture all the things that make sense and are meaningful to them and which, subsequently, can be used by teachers to work on curricular and pedagogical content. We conceptualise the notion of the identity artefact from the broader notions of mediation and cultural artefacts. We also provide a critical analysis of some examples of IAs.

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Metadata

Authors
Subero, D., Llopart, M., Siqués, C., & Esteban-Guitart, M.
Venue
Oxford Review of Education
Publisher
Informa UK Limited
Published
2017-10-09
Volume
44
Issue
2
Pages
156-170
ISSN
  • 0305-4985
  • 1465-3915
DOI
10.1080/03054985.2017.1352501
Cited by
38
References
1
Language
en
Funders
  • Ministerio de Ciencia e Innovación (EDU2013-40965-R)
  • “la Caixa” Foundation (RecerCaixa program, call 2013)

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