Global learning through the lens of Vygotskian sociocultural theory

Abstract

Vygotsky saw mental and cultural development as 'mediated' by artefacts, including tools and signs. He used his 'genetic method' to investigate higher cognitive processes in historical context. These insights are foundational to sociocultural theory, which is widely used in education research. However, since Vygotsky, communicative globalization has changed the conditions of theorization, research, policy and practice. Global convergence is characterized by extensive and intensive flows of people, messages, knowledge, ideas and money, and sudden, multiple and disjunctive changes. Educational activity is 'glonacal' activity, shaped simultaneously in global, national and local spheres. This ar..