Addressing persistent inequities in education:

A Cultural Historical lens

Authors

  • Monica Lemos Colégio Rio Branco, São Paulo, Brasil
  • Patricia Martínez-Álvarez Teachers College, Columbia University, New York, USA https://orcid.org/0000-0002-9140-2480

DOI:

https://doi.org/10.7146/ocps.v26i.148595

References

Engeström, Y. (2008). From teams to knots: activity-theoretical studies of collaboration and learning at work. (Learning in doing: social, cognitive and computational perspectives). Cambridge University Press http://www.loc.gov/catdir/enhancements/fy0729/2007028833-t.html

Martínez-Álvarez, P. & Lemos, M. (2024). Addressing persistent inequities in education through cultural historical research. Symposium Organizer and Chair. Accepted for the 2024 AERA conference. Philadelphia, PA.

Mora, L. M., Alatorre, G., & Merçon, J. (2023). Duplas jurídico-pedagógicas: Una estrategia pedagógica para la enseñanza de herramientas jurídico-administrativas en procesos de defensa territorial [Juridical-pedagogical pairs]: A pedagogical strategy to teach administrative-legal in processes of territorial defense]. Revista Brasileira de Educação do Campo. Brazilian Journal of Rural Education.

Rabardel, P. (2001). Instrument mediated activity in situations. In A. Blandford, J. Vanderdonckt, P. Gray (Eds.), People and Computers XV—Interaction without Frontiers. Springer. https://doi.org/10.1007/978-1-4471-0353-0_2

Vilela, R. A. de G., Pereira-Querol, M. A., Beltrán- Hurtado, S. L., Cerveny, G. C. de O., & Lopes, M. G. R. (2020). Desenvolvimento Colaborativo para a Prevenção de Acidentes e Doenças Relacionadas ao Trabalho (R. de A. G. Vilela, M. A. PereiraQuerol, S. L. Beltrán-Hurtado, G. C. O. Cerveny, & M. G. Lopes (eds.); 1st ed.). ExLibris.

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Published

2024-09-12

How to Cite

Lemos, M., & Martínez-Álvarez, P. (2024). Addressing persistent inequities in education:: A Cultural Historical lens. Outlines. Critical Practice Studies, 26, 1–5. https://doi.org/10.7146/ocps.v26i.148595