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 2020-03-01 to 2024-03-01.)

Article	Citations
From mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning	87
Matters of participation: notes on the study of dignity and learning	31
Advancing the funds of identity theory: a critical and unfinished dialogue	19
Moving forward with activity theory in a digital world	15
Youth as philosophers of technology	11
What is digital labor and how does it change us? Heteromation and other stories of computing and capitalism	11
The place of interests, agency and imagination in funds of identity theory	10
Funds of identity and self-exploration through artistic creation: addressing the voices of youth	10
Scholarship in the context of a historic socioeconomic and political turmoil: Reassessing and taking stock of CHAT. Commentary on Y. Engeström and A. Sannino “from mediated actions to heterogenous coa	10
Creating space for agency: a conceptual framework to understand and study adolescents’ school engagement from a Funds of Identity perspective	8
A transactional methodology for analysing learning	8
Prefigurative Brazilianativismothrough the lens of the transformative activist stance: renewing radical political imagination through “collectividual” agency	7
Agency in cultural-historical activity theory: strengthening commitment to social transformation	7
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	6
Gestures, systemic functional linguistics and mathematics education	6
Vygotsky’s decolonial pedagogical legacy in the 21st century: back to the future	5
Humanity’s leading activity: survival, of the humanity of our species	5
Young people pursuing futures: making identity labors curricular	5
The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention	4
Developing the imagination within funds of identity: insights from translocal youth radio	4
LCHC’s expanding bio-geographies: A glimpse to the future(s) through the case of the Re-generating CHAT project	4
Not just mechanical birthing bodies: articulating the impact of imbalanced power relationships in the birth arena on women’s subjectivity, agency, and consciousness	4
Design principles as cultural artifacts: Pedagogical improvisation and the bridging of critical theory and teaching practice	4
Towards gentle futures: co-developing axiological commitments and alliances among humans and the greater living world at school	3
Scaling change labs: a response to “from mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning”	3

Organizing for material possibility in a community-led science program	3
Utopia as method: the imaginary reconstitution of society	2
Resituating situated learning within racialized and colonial social relations	2
Wholeness as a developmental goal	2
Learning lab as a utopian methodology for future making: decolonizing knowledge production toward racial justice in school discipline	2
Realigning Funds of Identity with struggle against capital: the contradictory unity of use and exchange value in cultural fields	2
Learning to make noise: toward a process model of artistic practice within experimental music scenes	2
Relational approaches to community-based health promotion across scales of practice	2
“It just makes you feel…like you belong finally”: people’s experiences of the Mildura “Welcome Baby to Country” aboriginal ceremony	2
Where is Marx in the work and thought of Vygotsky?	2
The temporality of becoming: care as an activity to support the being and becoming of the other	2
Supporting teachers’ task design processes. Exploring an exemplary case of the use of the activity checklist	1
Marginality in inquiry-based science learning contexts: the role of exclusion cascades	1
Inviting social futures, imagining unicorns: a commentary on the story of LCHC: a polyphonic autobiography	1
Emergence and perezhivanie - the double face of the concept of development	1
Rethinking social memory through Vygotsky and Halliday: the transmission of contested memories of the recent past in Uruguay	1
“Where did you go to?” recognizing child agency as it emerges dynamically in interaction	1
Teaching creative thinking: how design professors externalize their creative thinking in studio classroom talk	1
“They were learning from us as we were learning from them”: perceived experiences in co-design process	1
The application of three exotropic theories in education	1
Scholarship and research in crisis contexts	1
“The village that learns”: a learning journey across intraventions and domains over two decades in a rural Thai community	1
Realizations: non-causal but real relationships in and between Halliday, Hasan, and Vygotsky	1
Special Issue: “advancing funds of identity theory”	1
Children’s grief: repertoires of practices in institutional early childhood education and care	1
Self-esteem in time and place: how American families imagine, enact, and personalize a cultural ideal	1
Our commitment at this time of continuing struggle against oppression and structural inequalities	1
When social change happens: observation of experience and the paradoxes of pivot-making	1
Editorial vol. 30 issue 1	0
Doing inspecting in interaction: seeing the physiognomy of an object	0
Closing a challenging year, strengthening relevant scholarship in cultural studies of mind and activity	0
Vygotsky’s pedology of the adolescent: the discovery of sex and the invention of love	0
Early Childhood Teacher Narratives on Constructivism	0
Introduction to MCA symposium on Halliday & Vygotsky	0
Living ‘poor’, learning ‘well’: Dewey’s pragmatic transactional approach for rethinking poverty and education	0
The first stages of schooling: contributions from Vygotsky’s last works	0
Vygotsky’s theory in early childhood education and research. Russian and Western values	0
A cultural-historical study of emotions in play: catharsis and perezhivanie in an institutional care setting	0
L. S. Vygotsky on theater: from theatrical critique to the Psychology of the actor	0
A breadth of approaches to mind, culture and activity	0
Developing Concepts of Development: Vygotsky’s pédologie. Introduction to the Special Issue	0
Constructive activity and expansion of the object: cross-fertilization between activity theories	0
Unpacking “signs of learning” in complex sociopolitical environments	0
Sounding escape: examining the sonic contours of play and story in The Author’s Enigma	0
Foregrounding learners’ voices: Enabling zones of audacity	0
Dialogical argumentation and reasoning in elementary science classrooms Dialogical argumentation and reasoning in elementary science classrooms , by Mijung Kim and Wolff	0
Long-term and current concerns in CHAT scholarship, and a dedication to Gordon Wells	0
Understanding the place of pedology amongst scientific disciplines to better understand what pedology is	0
Correction	0
Enacted identity: Broadening conceptions of teacher learning	0

Transforming teaching towards plurilingualism: contributions from reflective practice and a sociocultural approach	0
Hegel for social movements	0
Hegel for social movements	0
Power relations within division of labor – the key to empowering learners from marginalized backgrounds in mathematics classrooms	0
Vygotsky and the notion of perezhivanie: what does it contribute to the reading of literary texts?	0
Responding to LCHC’s polyphonic autobiography: Studying rocks in a landslide and the creation of new, more humane forms of LCHC’s own activity	0
Neoliberal psychology	0
Editorial: at the intersection of multiple research fields	0
Background to the special issue on pedology	0
Cultural resonance: Between hip-hop culture & the sociopolitical development of youth artivists in Palestine	0
Animation in children’s gameplay: collaborative action and sibling play	0
Making the library of the future identifying the zone of proximal development for a Norwegian public library makerspace	0
The identity affordances of tools: an examination of visual design tool use in STEM	0
Fees, beets, and music: a critical perusal of critical pedagogy and Marx, Vygotsky, and freire: phenomenal forms and educational action research	0
Connecting mind, heart, culture and activity in an undergraduate service-learning course	0
Editorial Volume 29, Issue 4	0
Consciousness: a concept in Vygotsky’s theory still under debate. Some consequences for the pre-history of pedology	0
Place as creative partner: placemaking with a university arboretum	0
Hegel for social movements	0
Examining the zone of proximal development in learning and development for climate mitigation	0
Hegel for social movements	0
Rethinking cultural-historical theory: a dialectical perspective to Vygotsky	0
From below, on the left & with the earth: Attuning to the relational in learners’ voices through a pedagogy of Buen Vivir	0
Symposium on transactional perspectives and current research in mind, culture, and activity	0
Interrogating the notion of giving voice: designing for polyphony in game-based learning ecologies	0
“Putting culture in the middle”: A transactional reconstruction	0
No to war	0
La mariposita ¿La recuerda?: the affective and moral dimensions of professional vision in learning to play the violin	0
Agency, activity, and biocybernetics: On The Evolution of Agency by Michael Tomasello	0
Genre and activity: a potential site for dialogue between Systemic Functional Linguistics (SFL) and Cultural Historical Activity Theory (CHAT)	0
A cultural historical approach to social displacement and university-community engagement: emerging research and opportunities	0
Public characters: the politics of reputation and blame	0