How have socio-cultural, cultural-historical and activity approaches to education and psychology traveled to Greece over the last three decades? It has been a pleasure for me to collaborate with M. Dafermos and A. Chronaki and explore how these approaches have been introduced in the Greek context while identifying key dimensions of this process, such as: diverse interpretation of original works, key actors in academic teaching and research and linkages with educational policy and activism beyond the university spaces.
Greece with its specific history of military dictatorship, constitutional change, varied struggles for democracy within the university, European integration, and current crisis and neoliberal reforms is seen as a sample case; taking this case as a point of departure, we develop a meta-theoretical frame on how to evaluate the various ways in which socio-cultural-historical and activity approaches to education and psychology have traveled across social, cultural, historical, institutional, political, regional, and also, increasingly globalized contexts of education.
GOLDEN OPEN ACCESS: Dafermos, M., Chronaki, A., Kontopodis, M. (2020) Cultural-historical Activity Theory Travels to Greece: Actors, Contexts and Politics of Reception and Interpretation. Cultural-Historical Psychology. 2020. Vol. 16(2), 31-44.
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