		Preface		xi
			The Vygotskian Metaphor: Water	xi
			Dialectics	xii
			The Overriding Theme	xiii
			Visually Vygotsky: A Road Map for Readers	xiii
			What Is New about Vygotsky?	xiv
		Introduction		xv
			Remembering My Father, by Gita L. Vygodskaya	xv
			Remembering Our Friend, by His Colleagues	xvi
			Vygotsky and His Times	xvii
			Historical Beginnings: A Brief Look at the Background of Vygotsky	xvii
			Development of Consciousness: A Search for a New Psychology	xxi
			Psychology to Pedagogy	xxii
			Meeting Our Distant Mentor: Joan Meets Vygotsky	xxiii
			Meeting Our Distant Mentor: Le Meets Vygotsky	xxvii
			Conclusion	xxx
PART ONE Why Vygotsky?				1
			Why Do We Do What We Do?	1
			Thought at the Turn of the Century: 1900	2
			Thought at the Turn of the Century: 2000	3
			Evolution of Thought: 1900 to 2000	4
			Conclusion	4
			Endnote Classic and Official Timelines	5
1	Theorizing Theories and Thinking Thoughts			7
			Why We Juxtapose Theories and Theorists	8
			Finding Answers in a Historical Journey	8
			Multiple Perspectives to Multiple Learners	9
			Transmission Lens: Behaviorism/positivism	9
			Generative Lens: Cognitive to Interactionist to Constructivist	11
			Transformative Lens: Social Constructionist	12
			Transforming Transformative: Critical Pedagogy	13
			Theory is Practice: Example Lessons	14
			Journals: Reflections on Theory to Practice	16
			Classroom Application of Learning Theories	17
			Searching for a New Psychology	21
			Psychology to Pedagogy	24
			A Vygotskian Perspective on the Work of Piaget	24
			Vygotsky: Learning First, Then Development	25
			Vygotsky: Active Use of Language	28
			Major Points of Child Development: Vygotsky/Piaget	30
			Multiple Perspective for Multiple Realities	35
			Conclusion	37
			Endnotes	38
PART TWO Three Principal Principles				39
2	Thought and Language			41
			Thinking about Words	41
			The Vygotskian Venn Diagram	42
			Expanding the Venn Diagram	43
			Cognitive Development and Language	47
			Autumn Leaves	48
			Unless It's Just a Language Thing	50
			Andrea and Art: More than Just a Language Thing	51
			Framework for Critical Praxis	55
			A Papi's Problem Posing	56
			Pat's Problem Solving	57
			Conclusion	59
			Endnote	59
3	Sociocultural Teaching and Learning			60
			Two Senses of the Term Social	60
			Socioculturally Learning and Developing	62
			A Puzzle of Learning	63
			Classrooms as Cultures	64
			The Puzzle of Pedro	65
			High-Stakes Testing	68
			Going to the Movies	69
			Sam: A Teaching Time Line	71
			The Sociocultural and Pedagogical Puzzle	72
			The Pedagogical and Political Puzzle	73
			Manuel: To Name, to Reflect Critically, to Act	74
			What Oscar Taught Retta	76
			Blame the Victim	76
			Structure for Success	77
			Retta and Success	80
			Library Mapping	81
			Conclusion	83
			Endnotes	84
4	The Zone of Proximal Development (ZPD)			85
			What is the Zone of Proximal Development?	86
			Visualizing the ZPD	87
			A Metaphor: A Hot Air Balloon Ride	87
			What Is Development?	87
			Interpersonal-Intrapersonal Communication	91
			Scientific and Spontaneous Concepts	91
			Spontaneous Concepts in the Community	92
			Scientific Concepts in the Schools	93
			The Integration of Spontaneous and Scientific Concepts	93
			Performance before Competence	95
			Learning Leads Development	96
			What Are Funds of Knowledge?	97
			Models of Parental Involvement	100
			Expanding the ZPD in Schools	102
			The Peace Patrol	103
			Mumbo-Jumbo Theory	104
			More ZPD in the Classroom	107
			Who Really Is the More Capable Peer?	109
			Cognitively Slipping in the Zone	110
			Safety within the ZPD	110
			Regression within the ZPD	111
			Children at Play	112
			Performances of Knowing	114
			Assessment and ZPD	114
			Conclusion	115
			Endnotes	116
PART THREE A Construction of Community				117
			Faltis's Framework	117
			Endnote	121
5	Intersubjectivity, Intertextuality, Intercontextuality, and Consequential Progressions			123
			A Cognitive Coathook: Missing the Plane for New York	124
			Demonstrating Complex Constructs	125
			Social: Two Senses of Meaning	126
			Theory Is Practice: Amy, Le, and Jo	127
			A Metaphor: A Hall of Mirrors	127
			InterS: Intersubjectivity	128
			Theory Is Practice: Amy, Le, and Jo	128
			What Happens When People Talk?	128
			What Can Happen When Students and Teachers Talk	130
			Into the Classroom with the Watermelon Investigation	130
			InterS ≡ InterT + InterC	132
			InterT: Intertextuality	132
			Theory Is Practice: Amy, Le, and Jo	133
			InterC: Intercontextuality	134
			Theory Is Practice: Amy, Le, and Jo	134
			Consequential Progressions	135
			Theory Is Practice: Amy, Le, and Jo	135
			Text is Talk; Talk is Text	136
			Talk as It Relates to Consequential Progressions	136
			Theory Is Practice: Amy, Le, and Jo	137
			The Bill of Rights and Responsibilities	137
			Implications for Pull-Out Programs	142
			Conclusion	144
6	Beyond Vygotsky			147
			A Definition of Terms Used	148
			Related Terms	154
			Conclusion	154
			Endnote	155
7	Mentoring: Vygotsky's Vision Extended			156
			Cultural Competency for Transformative Education	157
			Gallavan Cultural Competencies Model	158
			Information, Access, and Opportunity	159
			Potential Sources and Consequential Outcomes	159
			Serendipitous Meeting of Minds: LeAnn Reflects	160
			LeAnn's Journal Reflection Continues	163
			Years Later: The Mentoring Continues	164
			New Directions: Our Mentoring Grows and Changes	166
			Summary	166
	References			169
	Index			175

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