Cultural-Historical Psychology

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

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

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

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

Muthivhi A.E.

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

Chander S., Arora C.

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

Kumar S.

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

Hardman J.

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

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

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)

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