Improving Learning Equity through a Social Constructivist Approach to Teaching and Learning: Insights from the Vygotskian Socio-Cultural Approach
The purpose of this conceptual paper is to examine how the socio-cultural approach to teaching and learning can be used as a vehicle for promoting a meaningful and purposeful understanding of learning equity in the school and classroom. The paper thus unravels the following conceptual frameworks, embodied in the socio-cultural approach to learning and development to show how they can be used to buttress equitable learning among students: mediated learning experiences (MLE), situated learning; scaffolding, the zone of proximal development (ZPD); transforming students’ skills from lower to higher mental functions; the use of learning tools; the use of indigenous knowledge systems (IKS) and the use of learning conversations (LC) in the classrooms.
This work is licensed under Creative Commons Attribution 3.0 License.
Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)
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