OOIR: Observatory of International Research

Papers

(The median citation count of Mind Culture and Activity is 0. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-02-01 to 2025-02-01.)

Article	Citations
What is digital labor and how does it change us? Heteromation and other stories of computing and capitalism	26
Developing Concepts of Development: Vygotsky’s pédologie. Introduction to the Special Issue	21
Reenvisioning adaptive expertise as a distributed phenomenon	19
Learning to make noise: toward a process model of artistic practice within experimental music scenes	12
No to war	11
Scholarship and research in crisis contexts	9
Neoliberal psychology	9
Symposium on transactional perspectives and current research in mind, culture, and activity	8
A cultural-historical study of emotions in play: catharsis and perezhivanie in an institutional care setting	7
Emergence and perezhivanie - the double face of the concept of development	7
Extended music listening systems in cars: the process of curating, performing and remembering in heavy metal musicians	6
Reflections on the ISCAR 2024 Congress	5
Cultural resonance: Between hip-hop culture & the sociopolitical development of youth artivists in Palestine	5
Not just mechanical birthing bodies: articulating the impact of imbalanced power relationships in the birth arena on women’s subjectivity, agency, and consciousness	5
A Political Psychology Approach to Militancy and Prefigurative Activism: The Case of Brazil	4
Vygotsky’s pedology of the adolescent: the discovery of sex and the invention of love	3
Vygotsky and the notion of perezhivanie: what does it contribute to the reading of literary texts?	3
Social and professional integration processes of refugees participating in community-based groups: restoring a deteriorated social fabric	3
Enacted identity: Broadening conceptions of teacher learning	3
The first stages of schooling: contributions from Vygotsky’s last works	3
Examining the zone of proximal development in learning and development for climate mitigation	2
Living ‘poor’, learning ‘well’: Dewey’s pragmatic transactional approach for rethinking poverty and education	2
Early Childhood Teacher Narratives on Constructivism	2
Place as creative partner: placemaking with a university arboretum	2
Transforming teaching towards plurilingualism: contributions from reflective practice and a sociocultural approach	2

A cultural historical approach to social displacement and university-community engagement: emerging research and opportunities	1
“It just makes you feel…like you belong finally”: people’s experiences of the Mildura “Welcome Baby to Country” aboriginal ceremony	1
Resituating situated learning within racialized and colonial social relations	1
Editorial Volume 29, Issue 4	1
Organizing for material possibility in a community-led science program	1
Marginality in inquiry-based science learning contexts: the role of exclusion cascades	1
Foregrounding learners’ voices: Enabling zones of audacity	1
Where is Marx in the work and thought of Vygotsky?	1
Wholeness as a developmental goal	1
Children’s grief: repertoires of practices in institutional early childhood education and care	1
Hacker education and transformative agency: an empirical study in hacker communities and in the school case of Conexão Escola-Mundo	1
“They were learning from us as we were learning from them”: perceived experiences in co-design process	1
Is domestic labor productive labor: an inquiry based on historical materialism	1
Doing CHAT in the Wild: From-the-Field Challenges of a Non-Dualist Methodology	1
Sounding escape: examining the sonic contours of play and story in The Author’s Enigma	0
Vygotsky’s decolonial pedagogical legacy in the 21st century: back to the future	0
Taking children and young people seriously: a caring relational approach to education	0
Editorial: at the intersection of multiple research fields	0
Youth as philosophers of technology	0
When social change happens: observation of experience and the paradoxes of pivot-making	0
Decolonizing academic spaces: challenges and responsibilities	0
Understanding the place of pedology amongst scientific disciplines to better understand what pedology is	0
Creative spaces in and beyond education	0
Public characters: the politics of reputation and blame	0
Gestures, systemic functional linguistics and mathematics education	0
Weaving together the past, present and future in whole class conversations: analyzing the emergence of a hybrid educational chronotope connecting everyday experiences and school science	0
“Putting culture in the middle”: A transactional reconstruction	0
Unpacking “signs of learning” in complex sociopolitical environments	0
Editorial vol. 30 issue 1	0
Making the library of the future identifying the zone of proximal development for a Norwegian public library makerspace	0
From below, on the left & with the earth: Attuning to the relational in learners’ voices through a pedagogy of Buen Vivir	0
Agency and Transformation: Motives, Mediation, and Motion	0
Power relations within division of labor – the key to empowering learners from marginalized backgrounds in mathematics classrooms	0
La mariposita ¿La recuerda?: the affective and moral dimensions of professional vision in learning to play the violin	0
Advancing the funds of identity theory: a critical and unfinished dialogue	0
Action Research in STEM and English Language Learning: An Integrated Approach for Developing Teacher Researchers	0
Special Issue: “advancing funds of identity theory”	0
“Where did you go to?” recognizing child agency as it emerges dynamically in interaction	0
Teaching creative thinking: how design professors externalize their creative thinking in studio classroom talk	0
“The village that learns”: a learning journey across intraventions and domains over two decades in a rural Thai community	0
Moving forward with activity theory in a digital world	0
Animation in children’s gameplay: collaborative action and sibling play	0
Background to the special issue on pedology	0
Correction	0
Agency, activity, and biocybernetics: On The Evolution of Agency by Michael Tomasello	0
Consciousness: a concept in Vygotsky’s theory still under debate. Some consequences for the pre-history of pedology	0
Interrogating the notion of giving voice: designing for polyphony in game-based learning ecologies	0
L. S. Vygotsky on theater: from theatrical critique to the Psychology of the actor	0
Learning lab as a utopian methodology for future making: decolonizing knowledge production toward racial justice in school discipline	0
Creating space for agency: a conceptual framework to understand and study adolescents’ school engagement from a Funds of Identity perspective	0

A transactional methodology for analysing learning	0
Relational approaches to community-based health promotion across scales of practice	0
Agency in cultural-historical activity theory: strengthening commitment to social transformation	0
The identity affordances of tools: an examination of visual design tool use in STEM	0
Connecting mind, heart, culture and activity in an undergraduate service-learning course	0
Doing inspecting in interaction: seeing the physiognomy of an object	0
Towards gentle futures: co-developing axiological commitments and alliances among humans and the greater living world at school	0
Constructive activity and expansion of the object: cross-fertilization between activity theories	0
A breadth of approaches to mind, culture and activity	0
Realigning Funds of Identity with struggle against capital: the contradictory unity of use and exchange value in cultural fields	0