Pedro R. Portes is Executive Director of CLASE and Professor of Educational and Counseling Psychology at the University of Georgia, where he is the Goizueta Chair for Latino Teacher Education. He is the author of Dismantling Educational Inequality: A Cultural Historical Approach to Equity and Excellence in Education.Spencer Salas is Assistant Professor in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte.

«The exceptional range of scholarship in this collection of essays should provide an invaluable tool in orienting young scholars to significant developments in the legacy of Vygotsky and his followers.» (Mike Cole, University Professor, Departments of Communication, Psychology, and the Human Development Program, University of California, San Diego; Director, Laboratory of Comparative Human Cognition, University of California, San Diego)

• Contents: Joseph Glick: Dynamics in the «Sabor» of Vygotsky – Fernando González Rey: The Path to Subjectivity: Advancing Alternative Understandings of Vygotsky and the Cultural Historical Legacy – Guillermo Arias Beatón: The Process of Producing Knowledge: Vygotsky Revisited – Alex Kozulin: Cognitive Aspects of the Transition from a Traditional to a Modern Technological Society – Carl Ratner: Macro Cultural Psychology, the Psychology of Oppression, and Cultural-Psychological Enrichment – Pedro R. Portes: Vygotsky’s Significance in Advancing Counseling and Psychotherapy – Jose Dergan: A Cultural-Historical Approach to Neuropsychological Treatment: Understanding Latino and Other Non-Dominant Groups – Luis C. Moll: Only Life Educates: Immigrant Families, the Cultivation of Biliteracy, and the Mobility of Knowledge – Carmen M. Martínez-Roldán/Peter Smagorinsky: Computer-Mediated Learning and Young Latino/a Students’ Developing Expertise – Patricia Baquedano-López/Ariana Mangual Figueroa/Sera Jean Hernandez: An Integrated Approach to the Study of Transitions as Learning Activity: Two Cases from Spanish Immersion Classrooms – Leticia Tomas Bustillos/Robert Rueda/Estela Mara Bensimon: Faculty Views of Underrepresented Students in Community College Settings: Cultural Models and Cultural Practices – Margaret Gallego/Olga A. Vásquez: Praxis in Dis-coordination – Richard Durán: Development of Latino Family-School Engagement Programs in U.S. Contexts: Enhancements to Cultural Historical Activity Theory Accounts.

Pedro R. Portes is Executive Director of CLASE and Professor of Educational and Counseling Psychology at the University of Georgia, where he is the Goizueta Chair for Latino Teacher Education. He is the author of Dismantling Educational Inequality: A Cultural Historical Approach to Equity and Excellence in Education.Spencer Salas is Assistant Professor in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte.

«The exceptional range of scholarship in this collection of essays should provide an invaluable tool in orienting young scholars to significant developments in the legacy of Vygotsky and his followers.» (Mike Cole, University Professor, Departments of Communication, Psychology, and the Human Development Program, University of California, San Diego; Director, Laboratory of Comparative Human Cognition, University of California, San Diego)

• Contents: Joseph Glick: Dynamics in the «Sabor» of Vygotsky – Fernando González Rey: The Path to Subjectivity: Advancing Alternative Understandings of Vygotsky and the Cultural Historical Legacy – Guillermo Arias Beatón: The Process of Producing Knowledge: Vygotsky Revisited – Alex Kozulin: Cognitive Aspects of the Transition from a Traditional to a Modern Technological Society – Carl Ratner: Macro Cultural Psychology, the Psychology of Oppression, and Cultural-Psychological Enrichment – Pedro R. Portes: Vygotsky’s Significance in Advancing Counseling and Psychotherapy – Jose Dergan: A Cultural-Historical Approach to Neuropsychological Treatment: Understanding Latino and Other Non-Dominant Groups – Luis C. Moll: Only Life Educates: Immigrant Families, the Cultivation of Biliteracy, and the Mobility of Knowledge – Carmen M. Martínez-Roldán/Peter Smagorinsky: Computer-Mediated Learning and Young Latino/a Students’ Developing Expertise – Patricia Baquedano-López/Ariana Mangual Figueroa/Sera Jean Hernandez: An Integrated Approach to the Study of Transitions as Learning Activity: Two Cases from Spanish Immersion Classrooms – Leticia Tomas Bustillos/Robert Rueda/Estela Mara Bensimon: Faculty Views of Underrepresented Students in Community College Settings: Cultural Models and Cultural Practices – Margaret Gallego/Olga A. Vásquez: Praxis in Dis-coordination – Richard Durán: Development of Latino Family-School Engagement Programs in U.S. Contexts: Enhancements to Cultural Historical Activity Theory Accounts.

Pedro R. Portes is Executive Director of CLASE and Professor of Educational and Counseling Psychology at the University of Georgia, where he is the Goizueta Chair for Latino Teacher Education. He is the author of Dismantling Educational Inequality: A Cultural Historical Approach to Equity and Excellence in Education.Spencer Salas is Assistant Professor in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte.

«The exceptional range of scholarship in this collection of essays should provide an invaluable tool in orienting young scholars to significant developments in the legacy of Vygotsky and his followers.» (Mike Cole, University Professor, Departments of Communication, Psychology, and the Human Development Program, University of California, San Diego; Director, Laboratory of Comparative Human Cognition, University of California, San Diego)

• Contents: Joseph Glick: Dynamics in the «Sabor» of Vygotsky – Fernando González Rey: The Path to Subjectivity: Advancing Alternative Understandings of Vygotsky and the Cultural Historical Legacy – Guillermo Arias Beatón: The Process of Producing Knowledge: Vygotsky Revisited – Alex Kozulin: Cognitive Aspects of the Transition from a Traditional to a Modern Technological Society – Carl Ratner: Macro Cultural Psychology, the Psychology of Oppression, and Cultural-Psychological Enrichment – Pedro R. Portes: Vygotsky’s Significance in Advancing Counseling and Psychotherapy – Jose Dergan: A Cultural-Historical Approach to Neuropsychological Treatment: Understanding Latino and Other Non-Dominant Groups – Luis C. Moll: Only Life Educates: Immigrant Families, the Cultivation of Biliteracy, and the Mobility of Knowledge – Carmen M. Martínez-Roldán/Peter Smagorinsky: Computer-Mediated Learning and Young Latino/a Students’ Developing Expertise – Patricia Baquedano-López/Ariana Mangual Figueroa/Sera Jean Hernandez: An Integrated Approach to the Study of Transitions as Learning Activity: Two Cases from Spanish Immersion Classrooms – Leticia Tomas Bustillos/Robert Rueda/Estela Mara Bensimon: Faculty Views of Underrepresented Students in Community College Settings: Cultural Models and Cultural Practices – Margaret Gallego/Olga A. Vásquez: Praxis in Dis-coordination – Richard Durán: Development of Latino Family-School Engagement Programs in U.S. Contexts: Enhancements to Cultural Historical Activity Theory Accounts.