Syllabus / achievement requirements - Autumn 2015
SNE3130 Historical and Sociocultural Perspectives on Learning and Development
*Texts marked with an asterisk will be made available via Fronter - SNE4130 Autumn 2015
Compulsory Reading
Daniels, H. (2014). Vygotsky and the Education of Children with Severe Learning Difficulties. In B. H. Johnsen (Ed.). Theory and Methodology in International Comparative Classroom Studies (pp.59 – 68). Oslo: Cappelen Damm Akademisk.9 p.
Daniels, H.(2014). Situating Pedagogy: Moving beyond an Interactional Account. In B. H. Johnsen (Ed.). Theory and Methodology in International Comparative Classroom Studies (pp.119 – 132). Oslo: Cappelen Damm Akademisk.13 p.
Ivić, I. (2014). Vygotsky’s Theory and Some Variants of Post-Vygotskyan Theories and Their Implications for Didactic Interaction in the Inclusive School. In B. H. Johnsen (Ed.). Theory and Methodology in International Comparative Classroom Studies (pp.69 – 81). Oslo: Cappelen Damm Akademisk.12 p.
Johnsen, B. H. (2014). Vygotsky’s Legacy regarding Teaching-Learning Interaction and Development. In B. H. Johnsen (Ed.). Theory and Methodology in International Comparative Classroom Studies (pp.82 – 98). Oslo: Cappelen Damm Akademisk.16p.
Klein, P. S. (Ed.). (2001). Seeds of Hope. Oslo, Unipub. Ch 1- 4: 124p.
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford, University Press, ch.1,2,3, 4 & 7,8: 239p.
Rommetveit, R. (2014). On Dialogism and Scientifically Disciplined Discourse- and Conversation Analysis. In B. H. Johnsen (Ed.). Theory and Methodology in International Comparative Classroom Studies (pp.36 – 58). Oslo: Cappelen Damm Akademisk.22 p.
*Rye, H. (2001). Helping Children and Families with Special Needs - A Resource-Oriented Approach. In B. H. Johnsen & M. D. Skjørten (Eds.). Education – Special Needs Education: An Introduction. Oslo: Unipub.65p.
*Rye, H. (2005). The Foundation of an Optimal Psychosocial Development. In B. H. Johnsen (Ed.). Socio-Emotional Growth and Development of Learning Strategies (pp. 215-228). Oslo: Unipub–Oslo Academic Press. 13p.
Trevarthen, C. (2014). Born for Art and the Joyful Companionship of Fiction. In B. H. Johnsen (Ed.). Theory and Methodology in International Comparative Classroom Studies (pp.99 - 118). Oslo: Cappelen Damm Akademisk.19 p.
Trevarthen, C. (2011). What Is It Like to Be a Person Who Knows Nothing? Defining the Active Intersubjective Mind of a Newborn Human Being. In Infant and Child Development. 20: 119–135. 16 p.
Vygotsky, L. (1978). Mind in Society. Cambridge, Harvard University Press (pp. 1 - 134). 134p.
Wells, G & Claxton, G.(2002). Learning for Life in the 21st Century: Socio-cultural Perspectives on the Future of Education. Blackwell Publishing. Chapter 1, 4, 5 and 7. 53p.
Additional reading
Bruner, J. (1990). Acts of Meaning. Cambridge: Harvard University Press. 137p.
Cole, M. (1996). Cultural Psychology. Cambridge: The Belknap Press of Harvard University Press, Ch. 1 – 7: 220p.
Johnsen, B. H. (2014). A Curricular Approach to Inclusive Education. Some Thoughts concerning Practice, Innovation and Research. In B. H. Johnsen (Ed.). Theory and Methodology in International Comparative Classroom Studies (pp.133 – 181). Oslo: Cappelen Damm Akademisk.48 p.
* Knox, J. E. & Stevens, C. (1993). Vygotsky and Soviet Defectology. An Introduction. In R. W. Rieber & A. S. Carton (Eds.). The Fundamentals of Defectology (pp. 1-25). The Collected Works of L. S. Vygotsky, Volume 2. New York: Plenum Press.
Additional individually selected reading
Power point presentations, DVD, group and individual activities