Narrative Psychology and Vygotsky in Dialogue: Changing Subjects

Description

This book draws together two domains of psychological theory, Vygotsky’s cultural-historical theory of cognition and narrative theories of identity, to offer a way of rethinking the human subject as embodied, relational and temporal. A dialogue between these two ostensibly disparate and contested theoretical trajectories provides a new vantage point from which to explore questions of personal and political change. In a world of deepening inequalities and increasing economic precarity, the demand for free, decolonised quality education as articulated by the South African Student Movement and in many other contexts around the world, is disrupting established institutional practices and reinvigorating possibilities for change. This context provokes new lines of hopeful thought and critical reflection on (dis)continuities across historical time, theories of (social and psychological) developmental processes and the practices of intergenerational life, particularly in the domain of education, for the making of emancipatory futures. This is essential reading for academics and students interested in Vygotskian and narrative theory and critical psychology, as well as those interested in the politics and praxis of higher education. Dedication Contents Series editor preface Author preface Acknowledgements Section 1: Changing subjects: theorising personhood 1 Vygotsky’s narrative subject 2 The subject of psychology: a narrative of Vygotsky and critical psychologies Section 2: Conceptual tools from the south: changing the subject of psychology 3 Ubuntu: reconceptualising personhood 4 (Mis)understandings and active ignorance Section 3: Intergenerational subjects in changing worlds 5 The question of potential: a narrative of Vygotsky in action, then and now 6 Educating (our)selves: narratives of (un)learning and being 7 Histories and hope: acting, thinking and being in the present Bibliography Index