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Book Review: Paulo Freire: A Critical Encounter

Book Review: Paulo Freire: A Critical Encounter Australian Journal of Education via specific discursive appropriations and constructions (e.g. American-style cognitive science, applied linguistics, situated learning theory, etc.) is by no means the 'whole of the elephant'. Any genuinely informed and critical appro­ priation or appraisal of Vygotsky requires, at the very least, understanding the nature, scope, and limits of our own interested field-bound constructions by reference to those emanating from other fields of endeavour and their associated purposes. Here, as elsewhere, to know our own constructions and appropriations for what they are presupposes familiarity with others, and with the discursive perspectives from which they are framed respectively. The Vygotsky reader is a commendable attempt to alert us to the importance of approaching Vygotsky's work with due regard to its complexity, historicity, and constructed location at the confluence of multiple currents of theory and research. Second, Vygotsky is known to many of us in highly derivative ways and, often, as well-minced and thoroughly processed 'smallgoods': for example, 'the zone of proximal develop­ ment', or 'apprenticeship' models for promoting acquisition and learning. The academic produce or perish fast lane encourages and actively rewards a culture of 'raiders', whose proclivity for 'touch-and-run jottings' quickly reduces lived social practices of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Paulo Freire: A Critical Encounter

Roberts, Peter
Australian Journal of Education , Volume 39 (1): 3 – Apr 1, 1995
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Publisher
SAGE
Copyright
© 1995 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419503900109
Publisher site
See Article on Publisher Site

Abstract

Australian Journal of Education via specific discursive appropriations and constructions (e.g. American-style cognitive science, applied linguistics, situated learning theory, etc.) is by no means the 'whole of the elephant'. Any genuinely informed and critical appro­ priation or appraisal of Vygotsky requires, at the very least, understanding the nature, scope, and limits of our own interested field-bound constructions by reference to those emanating from other fields of endeavour and their associated purposes. Here, as elsewhere, to know our own constructions and appropriations for what they are presupposes familiarity with others, and with the discursive perspectives from which they are framed respectively. The Vygotsky reader is a commendable attempt to alert us to the importance of approaching Vygotsky's work with due regard to its complexity, historicity, and constructed location at the confluence of multiple currents of theory and research. Second, Vygotsky is known to many of us in highly derivative ways and, often, as well-minced and thoroughly processed 'smallgoods': for example, 'the zone of proximal develop­ ment', or 'apprenticeship' models for promoting acquisition and learning. The academic produce or perish fast lane encourages and actively rewards a culture of 'raiders', whose proclivity for 'touch-and-run jottings' quickly reduces lived social practices of

Journal

Australian Journal of Education – SAGE

Published: Apr 1, 1995

There are no references for this article.