Cultural-Historical Psychology

Problems of Cultural-Historical and Activity Psychology

Maidansky A.D., Rubtsov V.V.

On the system of categories of the Cultural-Historical Psychology

pp. 4–14

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DOI

10.17759/chp.2025000001

131

Konokotin A.V., Zaretsky V.K., Ulanovskaya I.M., Rubtsova O.V.

Toward the construction of educational practices grounded in the conceptual system of Cultural‑Historical Psychology

pp. 15–26

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DOI

10.17759/chp.2025000002

65

Isaev E.I., Kosaretsky S.G.

Practice-oriented science based on cultural-historical psychology: history and prospects

pp. 27–38

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DOI

10.17759/chp.2025000003

52

Shvedovskaya A.A., Ponomareva V.V., Korneev A.A., Samorodov N.V.

The landscape of cultural-historical psychology in BRICS+ countries: a bibliometric analysis

pp. 39–70

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DOI

10.17759/chp.2025000004

120

Polyakov A.M.

The subject–symbolic approach to psychological support practice with children and adolescents

pp. 71–79

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DOI

10.17759/chp.2025210305

40

Sinitsa T.I.

The concept of «perezhivanie» in the works of L.S. Vygotsky and the prospects for its consideration in the modern theory and practice of special psychology

pp. 80–88

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DOI

10.17759/chp.2025210306

90

Bagdasarova N.A.

The thinking body in social space: philosophical foundations of inclusion in the framework of the cultural-historical approach (based on the works of L.S. Vygotsky and E.V. Ilyenkov)

pp. 89–96

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DOI

10.17759/chp.2025210307

45

Gevorgyan S.R., Ispiryan M.M., Sargsyan V.Zh., Tadevosyan H.V.

From tradition to innovation: the cultural-historical vector of educational practices and the socialization of children in contemporary society

pp. 97–105

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DOI

10.17759/chp.2025210308

56

Hardman J.

Difference not deficit: The Teach-Assess-Teach dialectical pedagogical model for transformative education.

pp. 106–113

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DOI

10.17759/chp.2025210309

31

Kumar S.

Childhood, politics, and socio-cultural positionality: the critical analysis

pp. 114–123

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DOI

10.17759/chp.2025210310

42

Chander S., Arora C.

Digital learning for mixed-ability classrooms: psycho-diagnostic challenges and educational psychology perspectives

pp. 124–135

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DOI

10.17759/chp.2025210311

4

Muthivhi A.E.

Decolonising pedagogy in post-apartheid South Africa: the expanded understanding of Vygotsky’s theory and new postulates

pp. 136–144

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DOI

10.17759/chp.2025210312

34

Liberali F.C., Lemos M., Modesto-Sarra L.K.

Play brigade project Brincadas as insurgent pedagogy: play, agency, and transformation in the context of BRICS+ education

pp. 145–155

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DOI

10.17759/chp.2025210313

54

Tanzi Neto A., Diegues U.C.C., Magalhaes M.C.

Language teacher education through social activity: the cultural-social-historical perspective from Brazil to the BRICS

pp. 156–165

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DOI

10.17759/chp.2025210314

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Prestes Z., Tunes E., Beck M.T.

Dissemination of l. S. Vigotski's cultural-historical theory in Brazil

pp. 166–174

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DOI

10.17759/chp.2025210315

45