ABSTRACT

This largely theoretical paper traces the continued influence that the work of Vygotsky has in studying teaching/learning in schools. The advent of the 21^st century has led to a call for novel pedagogical models to enable children think in ways pertinent to our technologically based societies. Currently, the 4^th Industrial revolution is playing out against the backdrop of climate change, a rise in right wing movements, and a call for decolonial education to challenge the hegemony of a colonial worldview. This paper presents an argument for how Vygotsky and the Neo-Vygotskian’s work does not require a novel pedagogy, but rather, that we reclaim its relevance for the 21^st century, illustrating how the concepts underpinning it can be used to decolonize contemporary pedagogy. The paper foregrounds aspects of Vygotsky’s work and draws on Hedegaard’s further developments to argue for a decolonial pedagogy that arises from this knowledge base. The problematic addressed in this paper relates to schooling in the 4^th Industrial Revolution and suggests that schooling today must be about more than the acquisition of academic content; it must be geared toward developing critical, collaborative forms of thought capable of transforming both the child and the world. In this paper, I argue for the foundation of such a schooling in the work of Vygotsky and the Neo-Vygotskians, by articulating a decolonial pedagogy grounded on this body of work.

摘要

这篇主要是理论性的论文追溯了维果茨基的工作对学校教学/学习研究的持续影响。21的出现^ST世纪导致了呼吁新的教学模式，让小朋友想办法有关我们的技术为基础的社会。当前，第四^次工业革命正在气候变化、右翼运动兴起、呼吁去殖民化教育挑战殖民世界观霸权的背景下上演。本文介绍了维果茨基和Neo-Vygotskian的工作如何并不需要一个新的教学法的说法，而是，我们收回其对21相关^ST世纪，说明如何使用支撑它的概念来对当代教学法进行非殖民化。该论文突出了维果茨基工作的各个方面，并借鉴了赫德加德的进一步发展，以主张从这一知识库中产生的非殖民主义教育学。本文解决的问题与第四^次工业革命中的学校教育有关，并表明今天的学校教育必须不仅仅是获得学术内容；它必须面向发展能够改变儿童和世界的批判性、协作性思维形式。在这篇论文中，我通过阐述一种以维果茨基和新维果茨基派的工作为基础的非殖民主义教学法，为这种教育奠定了基础。