During June 16–18, I will be presenting my paper Intersubjective speech field and anticipation: two Vygotskian categories for the study of classroom conversation. The conference is organized as part of the International Society for Cultural-Historical Activity Research (ISCAR), of which I am member. My presentation looks at and discusses classroom conversation from the lenses that a late-Vygotskian, Spinozist perspective (Roth & Jornet, 2017) afford. Drawing from analyses on debriefing situations in science classroom, I exemplify the framework and discuss its implications for the practice and study of education.
References:
Roth, W.-M., & Jornet, A. (2017). Understanding educational psychology. A late Vygotskian, Spinozist approach. Dordrecht, The Netherlands: Springer.