ABSTRACT
In this final chapter I will discuss ways in which the broad definition of pedagogy outlined in Chapter 1 may be brought to life within the social, cultural-historical approach. In Chapters 2 and 3 I discussed a number of the possible interpretations and extensions of Vygotsky’s theoretical legacy. In Chapter 4 I provided a necessarily constrained overview of some of the interventions that have been pursued under the guidance of some of the theories discussed in Chapter 2 and 3. Throughout these four chapters I have suggested that the development of this body of work has yet to explore fully aspects of broadly defined socio-institutional effects and the production of specific forms of cultural artefact or psychological tool in specific contexts. Additionally there has been relatively little investigation of the mediational properties of non-linguistic cultural artefacts such as visual images. One way of describing the problem is that post-Vygotskian theory lacks a sociology of pedagogy.
