Activity theory, discourse and Bernstein

REFERENCES

• Bakhurst, D, (1995). Lessons from Ilyenkov, The Communication Review 1 ((2)) ((1995)), pp. 155–178.
   Google Scholar
• Bernstein, B, (1993). "Foreword". In: Charting the Agenda: educational activity after Vygotsky. (1993), in: H. Daniels (Ed.), (London, Routledge).
   Google Scholar
• Bernstein, B, (1996). "Pedagogy, Symbolic Control and Identity: theory, research and critique". (1996), (London, Taylor and Francis).
   Google Scholar
• Bernstein, B, (2000). "Research and Languages of Description in Pedagogy, Symbolic Control and Identity". (2000), (2nd edn) (Maryland, Rowman and Littlefield).
   Google Scholar
• Christie, F, (1999). "Pedagogy and the Shaping of Consciousness". (1999), (London, Continuum).
   Google Scholar
• Cole, M, (1996). "Cultural Psychology: a once and future discipline". (1996), (Cambridge, MA, Harvard University Press).
   Google Scholar
• Daniels, H, (1995). Pedagogic practices, tacit knowledge and discursive discrimination: Bernstein and post‐Vygotskian research, British Journal of Sociology of Education 16 ((4)) ((1995)), pp. 517–532.
   Web of Science ®Google Scholar
• Daniels, H, and Norwich, B, (1996). "Supporting teachers of children with special needs in ordinary schools". In: Stresses In Special Educational Needs Teachers. (1996), in: G. Upton & V. Varma (Eds), (Aldershot, Arena).
   Google Scholar
• Daniels, H, Holst, J, Lunt, I, and Johansen, L, (1996). An intercultural comparative study of the relation between different models of pedagogic practice and constructs of deviance, Oxford Review of Education (Special Issue on Vygotsky in education) 22 ((1)) ((1996)), pp. 63–77.
   Web of Science ®Google Scholar
• Daniels, H, Visser, J, Cole, T, and De Reybekill, N, (1999). "Emotional and Behavioural Difficulties in Mainstream Schools". (1999), (London, DfEE).
   Google Scholar
• Engeström, Y, (1993). "Developmental studies on work as a test bench of activity theory". In: Understanding Practice: perspectives on activity and context. (1993), in: S. Chaiklin & J. Lave (Eds), (Cambridge, Cambridge University Press).
   Google Scholar
• Engeström, Y, (1999). "Activity theory and individual and social transformation". In: Perspectives on Activity Theory. (1999), in: Y. Engeström, R. Miettinen & R.L. Punamaki (Eds), (Cambridge, Cambridge University Press).
   Google Scholar
• Engeström, Y, Brown, K, Cristopher, LC, and Gregory, J, (1997). "Co‐ordination, co‐operation and communication in the courts: expansive transitions in legal work". In: Mind, Culture and Activity. (1997), in: M. C. Cole, Y. Engestöm & O. Vasquez (Eds), (Cambridge, Cambridge University Press).
   Google Scholar
• Hundeide, K, (1985). "The tacit background of children's judgments". In: Culture, Communication and Cognition. (1985), in:, (Cambridge, Cambridge University Press).
   Google Scholar
• Lave, J, and Wenger, E, (1991). "Practice, person and social world, chapter 2". In: Situated Learning: legitimate peripheral participation. (1991), in:, (Cambridge, Cambridge University Press).
   Google Scholar
• Lektorsky, VA, (1999). "Activity theory in a new era". In: Perspectives on Activity Theory. (1999), in: Y. Engestrom, R. Miettinen & R. L. Punamaki (Eds), (Cambridge, Cambridge University Press).
   Google Scholar
• Marti, E, (1996). "Mechanisms of internalisation and externalisation of knowledge in Piaget's and Vygotsky's theories". In: Piaget–Vygotsky: the social genesis of thought. (1996), in: A. Tryphon & J. Voneche (Eds), (Hove, Psychology Press).
   Google Scholar
• Norwich, B, and Daniels, H, (1997). Teacher support teams for special educational needs in primary schools: evaluating a teacher‐focused support scheme, Educational Studies 23 ((1997)), pp. 5–24.
   Web of Science ®Google Scholar
• Ratner, C, (1997). "Cultural Psychology and Qualitative Methodology". In: Theoretical and empirical considerations. (1997), (London, Plenum Press).
   Google Scholar
• Stringer, P, (1998). One night Vygotsky had a dream: ‘children learning to think …’ and implications for educational psychologists, Educational and Child Psychology 15 ((2)) ((1998)), pp. 14–20.
   Google Scholar
• Tul'Viste, P, (1987). Levy–Bruhl and problems of the historical development of thought, Soviet Psychology 25 ((1)) ((1987)), pp. 3–21.
   Google Scholar
• Vygotsky, LS, (1934–1987). Thinking and Speech, Collected works, volume 1 ((1934–1987)), pp. 39–285, (New York, Plenum Press).
   Google Scholar
• Wardekker, W, (1998). Scientific concepts and reflection, Mind, Culture and Activity 5 ((2)) ((1998)), pp. 143–153.
   Google Scholar
• Wertsch, JV, (1991). "Voices of the Mind: a sociocultural approach to mediated action". (1991), (Cambridge, MA, Harvard University Press).
   Google Scholar