Iscar News

I n recent years within the culturalhistorical approach children’s play and learning has been conceptualized in relation to institutional practice (i.e., in the family, in the kindergarten or in school). Research has started to follow children as they move between two or more institutions (Hedegaard & Fleer, 2008, 2013, 20008, Kousholt, 2010, Winther-Lindqvist, 2010). From a developmental perspective, transition between institutions has been conceptualized as children’s trajectories or pathways (Dreier, 2008; Hedegaard, 2009; Hundeide, 2005; Vygotsky, 1998). Elkonin (1999/org 1977) is one of the few researchers who have suggested that transitions from one institution to another lead to a new developmental period. Presentation by Professor Manuel De la Mata, Spain Title: The Narrative Construction of Self in Cultural Context Abstract W e depart from a narrative and dialogical notion of the self. From this perspective, identity is regarded as acts of identification performed through discourse in socio-cultural settings.W e depart from a narrative and dialogical notion of the self. From this perspective, identity is regarded as acts of identification performed through discourse in socio-cultural settings. That conceptual framework is applied in different studies conducted by the LAH (Laboratory of Human Activity) which analyse the discursive process of self (re) construction in cultural contexts. These studies deal with two main topics:  The relationship between formal education, autobiographical memory and self. These studies provide evidence of how formal education may promote ways of r e m e m b e r i n g a n d s e l f construction associated to the cultures of independence. ISCAR EXCO holds First Scientific & Executive committee Meeting in Spain by Aminu Sanda Page 3 ISCAR NEWS, Volume 10, Issue 1, May, 2013 The first meeting of ISCAR EXECUTIVE COMMITTEE was held at the School of Psychology, Universidad de Sevilla, Spain from 2123 March 2013. Attending were Rebeca Mejía Arauz, Manuel L. de la Mata Benítez (Vice President & Treasurer), Marilyn Fleer (President), Mariane Hedegaard, Thérèse Laferrière (ICT & Logo), Cecilia Magalhães, Malcolm Reed (Secretary), Mohammed-Aminu Sanda (Newsletter), Martijn van Schaik, and Irina Verenikina (Sydney Congress 2014). Arcady Margolis and Natalya Ulanova participated via video conferencing. Achievements made by ISCAR over the last 18 months were appraised, and new ways for providing better service to ISCAR membership over the next 18 months was also discussed. Members also took the opportunity to make presentation of their research activites as reported below. as activity: ‘the concept of historically anchored recurrent cultural traditions are related to a person’s appropriation of these traditions’. In particular, I am concerned with the activity of what is commonly perceived as misbehavior and how we might extend our notion of learning to include counteraction as a properly developmental function, therefore ‘conscious and controllable by the will’ (Bozhovich, 1977, 10; 2009). I draw on the concept of the crisis in Vygotsky’s Pedology of the Adolescent (1988).I discuss both the ontological and the embodied turn in relation to Heidegger (1993) and Merleau-Ponty(1964), and consider also Varela’s critique (2004). Following Valsiner (2000, 2003, 2008) I am concerned with expansion of microgenetic instances in which intersections of exterior and interior experiences are played out (Zinchenko, 2007). I propose two aligned concepts of ‘disoccupation’ and ‘counteraction’ (Poddiakov, 2001). Presentation by Dr. Martijn van Schaik, Belgium Title: Let the Video Be Your Guide: A Case Study of Video-Based Design Research Abstract I n this article the iterative process of a design-based research project using video as one of the data sources is reported. During the iterative design and implementation processes video recordings of teachers and students were used to provide guidance through the practical and conceptual changes. The video was an indispensable data source. Without it there would have been no possibility of 'seeing' how the curriculum project was enacted nor what the explanations for several results based on other data might be. We explain how our video data guided our academic analysis at three levels, the baseline level, the methodological level and the meta-level. With hindsight we are able to see that the extensive use of video data codetermined the course of the research trajectory in ways that would not have been possible with quantitative data alone. Through the use of video data we attempted to find an answer to questions of codified knowledge in knowledge-rich workplaces, simulated in vocational education. On the basis of our research experiences we conclude that video observations are  Identity reconstruction in of peo-I n this article the iterative process of a design-based research project using video as one of the data sources is reported. During the iterative design and implementation processes video recordings of teachers and students were used to provide guidance through the practical and conceptual changes. The video was an indispensable data source. Without it there would have been no possibility of 'seeing' how the curriculum project was enacted nor what the explanations for several results based on other data might be. We explain how our video data guided our academic analysis at three levels, the baseline level, the methodological level and the meta-level. With hindsight we are able to see that the extensive use of video data codetermined the course of the research trajectory in ways that would not have been possible with quantitative data alone. Through the use of video data we attempted to find an answer to questions of codified knowledge in knowledge-rich workplaces, simulated in vocational education. On the basis of our research experiences we conclude that video observations are  Identity reconstruction in of people in challenging situations (lesbian women, women who have suffered gender violence, migrants). Changes in people’s lifestories to integrate challenging experiences and create a new personal narrative are analysed in all