In this article the special issue dedicated to cultural historical approach and education in the United States is presented, along with a brief review of some of the most relevant matters in the study of education and cultural diversity in that country. Moreover, a mise en scène of the works that make up this special issue is provided, relating them to some of the ideas on education and school behind the sociohistorical or sociocultural approach. Also, an overview is included of the study of immigration from the standpoint of cultural design, and lastly a reflection is made on the importance of an ecological approach to human activity in education.
Get full access to this article
View all access options for this article.
References
1.
ÁlvarezA. (1996). Los marcos culturales de actividad y el desarrollo de las funciones psicológicas. Unpublished doctoral dissertation. Madrid: Universidad Autónoma de Madrid.
2.
ÁlvarezA. (1998). Todos somos inmigrantes. Una aproximación histórico-cultural al tratamiento educativo del problema lingüístico en las minorías culturales.Pedagogía Social. Revista Interuniversitaria, 15–16, 195–213.
3.
BronfenbrennerU. (1987). La cambiante ecología de la infancia. Implicaciones en el terreno de la ciencia y de la acción. InÁlvarezA. (Ed.), Psicología y educación. Realizaciones y tendencias actuales en la investigación y en la práctica (pp. 44–56). Madrid: Visor Distribuciones.
4.
BronfenbrennerU. (1979). The ecology of human development.Cambridge, MA: Harvard University Press.
5.
CajeteG. (1994). Look to the mountain. An ecology of indigenous education.Skyland, NC: Kivaki Press.
6.
CumminsJ. (1979). Linguistic interdependence and the educational development of bilingual children.Review of Educational Research, 49, 222–251.
7.
CumminsJ. (2001). Negotiating identities; education for empowerment in a diverse society.Los Angeles, CA: California Association for Bilingual Education.
8.
Del ríoP.ÁlvarezA. (2001). Introducción: Culturas, desarrollo humano y escuela. Hacia el diseño cultural de la educación.Cultura y Educación, 13 (1), 9–20.
9.
Del ríoP.ÁlvarezA. (2002). From activity to directivity. The question of involvement in education. InWellsG.ClaxtonG. (Eds.), Learning for life in the 21st Century: Sociocultural perspectives on the future of education (pp. 59–72). Oxford, UK: Blackwell.
10.
Del ríoM.ÁlvarezA. (2007). El estudio empírico de la relación entre la televisión y el desarrollo de la atención: Resultados y consideraciones teórico-metodológicas. Paper presented in the X Conference of the Sociedad Latinoamericana de Neuropsicología, Buenos Aires, 7 November.
11.
Del ríoP.ÁlvarezA.Del ríoM. (2004). Pigmalión: Informe sobre el impacto de la televisión en la infancia.Madrid: Fundación Infancia y Aprendizaje.
12.
GreenbergJ. B. (1989). Funds of knowledge: Historical constitution, social distribution, and transmission. Paper presented at the annual meeting of the Society for Applied Anthropology, Santa Fe, NM, April.
LevineR. A.WhiteM. I. (1986). Human conditions. The cultural basis of educational development. New York and London: Routledge & Kegan Paul.
15.
MollL. C. (2006). The Cultural Mediation of Thinking: Reconsidering a Key Vygotskian Concept. 2006 Sylvia Scribner Award Keynote Address at the annual meeting of the American Educational Research Association, San Francisco, CA, 17 April.
16.
MollL. C.GreenbergJ. (1990). Creating zones of possibilities: Combining social contexts for instruction. InMollL. C. (Ed.), Vygotsky and Education (pp. 319–348). New York: Cambridge University Press.
17.
PortesP. R. (2005). Dismantling educational inequality: A cultural-historical approach to closing the achievement gap.New York: Peter Lang Publishing.
18.
RamírezJ. D. (1992). Exeutive Summary.Bilingual Research Journal, 16, 1–62.
19.
RogoffB.Correa-ChÁVezM.Navichoc cotucM. (2005). A cultural/historical view of schooling in human development. InPillemerD. B.WhiteS. H. (Eds.), Developmental psychology and social change: Research, history and policy (pp. 225–263). New York: Cambridge University Press.
20.
ScribnerS.ColeM. (1973). Cognitive Consequences of Formal and Informal Education.Science, 183 (4112), 553–559.
