Fleer, M., González Rey, F., and Jones, P. E. (eds.). (2020). Cultural Historical and Critical Psychology: Common Ground, Divergences, and Future Pathways

Authors

  • Loretta Fernández University of Pittsburgh
  • Joseph Christensen City University of New York Graduate Center

DOI:

https://doi.org/10.1558/lst.24123

Keywords:

cultural psychology, critical psychology

Abstract

Fleer, M., González Rey, F., and Jones, P. E. (eds.). (2020). Cultural Historical and Critical Psychology: Common Ground, Divergences, and Future Pathways. Springer Nature Singapore Pte Ltd. 191 pp. $169.99 (Hard Cover) ISBN: 978-981-15-2208-6; $169.99 (Soft Cover) ISBN: 978-981-15-2211-6

Author Biographies

  • Loretta Fernández, University of Pittsburgh

    Loretta Fernandez, Ph.D., is a Visiting Assistant Professor at the University of Pittsburgh, Department of Teaching Learning and Leading located in Pittsburgh (PA) in a teacher preparation program and master’s in education program. Her work regards mostly qualitative research in world languages, endangered languages, as well as emerging bilinguals’ pedagogy. Her language research is based on sociocultural theory and Systemic Functional Linguistics.

  • Joseph Christensen, City University of New York Graduate Center

    Joseph Christensen attended Brigham Young University where he completed his B.A. in Comparative Literature in 2021 in a program emphasizing Classics, Latin Golden Age Poetry, early modern Italian poetry, as well as Cognitive Literary Studies. He is a student in the MA program for Comparative Literature at the CUNY Graduate center. He is a recipient of the New York based Future Leaders Incubator Fellowship, a teaching fellowship predicated on strengthening historically marginalized communities, and currently teaches Latin courses at the Mary Louis Academy in Jamaica, Queens.

References

Crozier, S. and Pizzini, N. (2020). Engaging with indigenous knowledge to shape a bicultural counselling programme in Aotearoa New Zealand. Psychotherapy Politics International 18(1): e1515. https://doi.org/10.1002/ppi.1515

Macías-Gómez-Estern, B. (2021). Critical psychology for community emancipation: Insights from socio-educative praxis in hybrid settings. In R. Machin Suarez (ed.) New Waves in Social Psychology, 25–54. Camden, London: Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-87406-3_2

Nasir, N. S. and Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research 76(4): 449–475. https://doi.org/10.3102/00346543076004449

Poehner, M. E., Davin, K. J. and Lantolf, J. P. (2017). Dynamic Assessment. In E. Shohamy, I. Or, and S. May (eds.) Language Testing and Assessment. Encyclopedia of Language and Education (3rd ed.), 243–256. New York: Springer, Cham. https://doi.org/10.1007/978-3-319-02261-1_18

Ratner, C. (2019). Psychology’s Contribution to Socio-cultural, Political, and Individual Emancipation. Camden, London: Palgrave Macmillan.

Stetsenko, A. (2016). The Transformative Mind: Expanding Vygotsky’s Approach to Development and Education. Cambridge: Cambridge University Press.

Van IJzendoorn, M. H. and Van der Veer, R. (1984). Main Currents of Critical Psychology: Vygotskij, Holzkamp, Riegel. New York: Irvington Pub.

Vygotsky, L. (1986). Thought and Language (A. Kozulin, Trans.). Cambridge: MIT Press.

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Published

2023-04-28

Issue

Vol. 10 No. 1 (2023)

Section

Book Reviews

License

© Equinox Publishing Ltd.

For information regarding our Open Access policy, click here.

How to Cite

Fernández, L., & Christensen, J. (2023). Fleer, M., González Rey, F., and Jones, P. E. (eds.). (2020). Cultural Historical and Critical Psychology: Common Ground, Divergences, and Future Pathways. Language and Sociocultural Theory, 10(1), 106-111. https://doi.org/10.1558/lst.24123