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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935


License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


Cultural-Historical Activity Theory Travels to Greece: Actors, Contexts and Politics of Reception and Interpretation 112


Dafermos M.
Doctor of Philosophy, Assistant Professor of Epistemology of Psychology, Department of Psychology, School of Social Sciences, University of Crete, Crete, Greece

Chronaki A.
Doctor of Philosophy, Professor, University of Thessaly, Greece

Kontopodis M.
PhD., Professor, University of Leeds, Great Britain

This article explores how socio-cultural, cultural-historical and activity theory approaches to education and psychology have traveled to Greece over the last three decades. It explores the history of introducing these approaches in the Greek context while identifying key dimensions of the process, such as: diverse interpretation of original works, key actors in academic teaching and research and linkages with educational policy and activism beyond the university spaces. Greece with its specific history of military dictatorship, constitutional change, varied struggles for democracy within the university, European integration, and current crisis and neoliberal reforms is seen as a sample case; taking this case as a point of departure, the authors develop a meta-theoretical frame on how to discuss the various ways in which socio-cultural-historical approaches have traveled across socio-cultural, historical, institutional, political, regional, and also, increasingly globalized contexts of education.

Keywords: activity theory, cultural-historical psychology, A.N. Leontiev, A.R. Luria, socio-cultural approach, translation, L.S. Vygotsky, globalization, traveling theory

Column: Cultural-Historical Psychology: Traditions and Innovations


A Part of Article

The theoretical and methodological perspectives that were first formulated in the 1920s and 1930s by such scholars as L.S. Vygotsky, A.N. Leontiev and A.R. Luria have gained popularity, albeit in non-uniform ways, in education, psychology and social work by academics, activists, teachers and policymakers in diverse settings and with diverse purposes in the second half of the 20th century. A few more authors are often considered as classic ones, in this frame, depending on the specific context and one’s interpretation e.g. M. Bakhtin, V.N. Voloshinov and S.L. Rubinshtein.

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