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Vygotsky and Literacy Research

Volume 2 of the series Practice of Research Method pp 3-18

The Challenges of Claiming a Vygotskian Perspective

  • Peter SmagorinskyAffiliated withThe University of Georgia

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Abstract

Claiming Vygotsky as a theoretical source has become a common practice in much recent scholarship on teaching and learning. Doing so, however, is problematic given the reliance of most non-Russians on translated versions of Vygotsky and given the different ways people have found to appropriate what appears in both the original Russian versions and in the translations.