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.
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© 2011 Sense Publishers
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Smagorinsky, P. (2011). The Challenges of Claiming a Vygotskian Perspective. In: Smagorinsky, P. (eds) Vygotsky and Literacy Research. Practice of Research Method, vol 2. SensePublishers. https://doi.org/10.1007/978-94-6091-696-0_1
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DOI: https://doi.org/10.1007/978-94-6091-696-0_1
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-696-0
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