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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/30984
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dc.contributor.authorParkin, Bronwynen
dc.contributor.authorHarper, Helenen
dc.date.accessioned2021-07-08T05:43:24Z-
dc.date.available2021-07-08T05:43:24Z-
dc.date.issued2020-
dc.identifier.citationMind, Culture, and Activity, 27(3), p. 233-248en
dc.identifier.issn1532-7884en
dc.identifier.issn1074-9039en
dc.identifier.urihttps://hdl.handle.net/1959.11/30984-
dc.description.abstractThe complementary theories of Vygotsky, Halliday, and Bernstein are applicable in all fields of human activity. Our interest is in the education field, specifically pedagogy for marginalized students. In analyzing classroom interactions, we draw on all three theories. From these comes an understanding of the broadest goals of education, that is culture and social inclusion, and the central role of language in participation in activity systems. In this paper, we expand on the aspects of the complementary theories drawn on for our work. Through extracts of classroom dialogue, we demonstrate how the theories support our tracking of effective pedagogy.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofMind, Culture, and Activityen
dc.titleThe application of three exotropic theories in educationen
dc.typeJournal Articleen
dc.identifier.doi10.1080/10749039.2020.1794008en
local.contributor.firstnameBronwynen
local.contributor.firstnameHelenen
local.profile.schoolSchool of Educationen
local.profile.emailhharper2@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeUnited States of Americaen
local.format.startpage233en
local.format.endpage248en
local.identifier.scopusid85088959812en
local.peerreviewedYesen
local.identifier.volume27en
local.identifier.issue3en
local.contributor.lastnameParkinen
local.contributor.lastnameHarperen
dc.identifier.staffune-id:hharper2en
local.profile.orcid0000-0003-1882-1977en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/30984en
local.date.onlineversion2020-08-04-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleThe application of three exotropic theories in educationen
local.relation.fundingsourcenotePrimary English Teaching Association of Australia (PRG2 011016)en
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorParkin, Bronwynen
local.search.authorHarper, Helenen
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.identifier.wosid000555250100001en
local.year.available2020en
local.year.published2020en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/46189a16-9d54-43e3-9dcb-2d1d7f266da6en
local.subject.for2020390102 Curriculum and pedagogy theory and developmenten
local.subject.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.for2020470401 Applied linguistics and educational linguisticsen
local.subject.seo2020160201 Equity and access to educationen
local.subject.seo2020130202 Languages and linguisticsen
local.subject.seo2020160302 Pedagogyen
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School of Education
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