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<TABLE CELLSPACING=0 CELLPADDING=0><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=80></TD><TD>List of Contributors</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>ix</TD><TD></TD></TR><TR><TD>Foreword</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xi</TD><TD></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Seth Chaiklin</TD></TR></TABLE></TD></TR><TR><TD>Acknowledgements</TD><TD WIDTH=40></TD><TD VALIGN=TOP>xv</TD><TD></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Introduction: Exploring Activity Across Education, Work, and Everyday Life</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>1</TD><TD VALIGN=TOP>(22)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Peter H. Sawchuk</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Newton Duarte</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Mohamed Elhammoumi</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>SECTION I: CRITICAL PERSPECTIVES ON THEORY</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Is There a Marxist Psychology?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>23</TD><TD VALIGN=TOP>(12)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Mohamed Elhammoumi</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Cultural--Historical Activity Theory: Some Aspects of Development</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>35</TD><TD VALIGN=TOP>(17)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Joachim Lompscher</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Epistemological Scepticism, Complacent Irony: Investigations Concerning the Neo-Pragmatism of Richard Rorty</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>52</TD><TD VALIGN=TOP>(23)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Maria Celia Marcondes de Moraes</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>SECTION II: EDUCATION</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>The Importance of Play in Pre-School Education: Naturalisation Versus a Marxist Analysis</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>75</TD><TD VALIGN=TOP>(14)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Alessandra Arce</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Estranged Learning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>89</TD><TD VALIGN=TOP>(34)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Ray McDermott</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Jean Lave</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>``Our Working Conditions Are Our Students' Learning Conditions'': A CHAT Analysis of College Teachers</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>123</TD><TD VALIGN=TOP>(22)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Helena Worthen</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Joe Berry</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>SECTION III: WORK</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Contradictory Class Relations in Work and Learning: Some Resources for Hope</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>145</TD><TD VALIGN=TOP>(15)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>D. W. Livingstone</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>From Labor Process to Activity Theory</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>160</TD><TD VALIGN=TOP>(33)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Paul S. Adler</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Values, Rubbish, and Workplace Learning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>193</TD><TD VALIGN=TOP>(18)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Yrjo Engestrom</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>SECTION IV: EVERYDAY LIFE</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Education as Mediation Between the Individual's Everyday Life and the Historical Construction of Society and Culture by Humankind</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>211</TD><TD VALIGN=TOP>(27)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Newton Duarte</TD></TR></TABLE></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Activity and Power: Everyday Life and Development of Working-Class Groups</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>238</TD><TD VALIGN=TOP>(31)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=100></TD><TD>Peter H. Sawchuk</TD></TR></TABLE></TD></TR><TR><TD>References</TD><TD WIDTH=40></TD><TD VALIGN=TOP>269</TD><TD VALIGN=TOP>(24)</TD></TR><TR><TD>Index</TD><TD WIDTH=40></TD><TD VALIGN=TOP>293</TD><TD></TD></TR></TABLE>

Critical perspectives on activity : explorations across education, work, and everyday life