Applying sociocultural theory to children’s use of (and immersion in) popular culture

“Two major branches of sociocultural theory have been identified. The first, commonly known as sociocultural or social-constructivist, emphasises language and forms of understanding embedded in social and cultural contexts, relationships and practices. The second is that of cultural-historical activity theory. This theory emphasises practical activities and cultural practices in shaping learning. Both branches have developed Vygotsky’s seminal ideas by enabling researchers to focus on sociocultural activity as the unit of analysis and emphasising the learning inherent in any context.” (25)

“culturally valued knowledge is commonly defined within knowledge domains such as literacy, numeracy and science.” (25)

“Given that sociocultural perspectives view learning as socially and culturally situated and mediated, popular culture and associated technologies are elements of children’s everyday life experiences that have become a ‘media-created electronic ZPD'” (26)

Ref: Helen Hedges(2011) ‘Rethinking Sponge Bob and Ninja Turtles: Popular culture as funds of knowledge for curriculum  co-construction’ Australasian Journal of Early Childhood 36(1) March: 25-29


About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
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