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Dr S Chaiklin
Applications accepted all year round
About the Project
Dr Seth Chaiklin is currently leading a programme of research focussing on the concept of practice, theory of practice development, and research strategies for practice development.
The goal of this programme is understand the origins, development, and transformations of human practices, from individual and collective perspectives. The programme is grounded theoretically in cultural-historical psychology, drawing on the dialectical tradition, philosophical and conceptual sources from Marx, Hegel, Lukacs, Leontiev, Ilyenkov, Davydov, and so forth.
Current examples of research include development of teaching practices in nursing, analysis of preschool teaching as a practice, and development of primary school teaching practices. Given the universality of practices, all forms of practice (including technical, vocational, recreational) are within the sphere of interest.
RESEARCH PROPOSAL - You must write your own research proposal that addresses (some aspect of) a specific practice that you will investigate. See our website at http://www.bath.ac.uk/study/pgresearch/courses/educ-mphi for further details.
The goal of this programme is understand the origins, development, and transformations of human practices, from individual and collective perspectives. The programme is grounded theoretically in cultural-historical psychology, drawing on the dialectical tradition, philosophical and conceptual sources from Marx, Hegel, Lukacs, Leontiev, Ilyenkov, Davydov, and so forth.
Current examples of research include development of teaching practices in nursing, analysis of preschool teaching as a practice, and development of primary school teaching practices. Given the universality of practices, all forms of practice (including technical, vocational, recreational) are within the sphere of interest.
RESEARCH PROPOSAL - You must write your own research proposal that addresses (some aspect of) a specific practice that you will investigate. See our website at http://www.bath.ac.uk/study/pgresearch/courses/educ-mphi for further details.
Funding Notes
Dr Chaiklin will consider applications from those applicants who are happy to compete for University and Graduate School funding or obtain external funding. Funding is difficult to obtain and highly competitive. You are responsible for researching sources of funding early (in some cases up to 12 months in advance) and applying (in conjunction with your agreed supervisor) for as many as possible. For further details of Graduate School funding competitions see the webpage at http://www.bath.ac.uk/hss/graduate-school/pgr-scholarships-studentships.html
References
Chaiklin, S. (in press). Dialectics, politics and contemporary cultural-historical research, exemplified through Marx and Vygotsky. In H.R.J. Daniels (Ed.), Vygotsky and sociology. Abingdon: Routledge
Chaiklin, S. (2011). The role of ‘practice’ in cultural-historical science. In M. Kontopodis, C. Wulf, & B. Fichtner (Eds.), Children, development and education (pp. 227-246). Dordrecht: Springer.
Chaiklin, S. (2011). Social scientific research and societal practice: Action research and cultural-historical research in methodological light from Kurt Lewin and Lev S. Vygotsky. Mind Culture and Activity, 18, 129-147.
Chaiklin, S., 2010. Die Zone der nächsten Entwicklung. In: Kaiser, A., Schmetz, D., Wachtel, P., Werner, B., eds. Enzyklopädisches Handbuch der Behindertenpädagogik: Band 3: Bildung und Erziehung. Stuttgart: Kohlhammer, pp. 78-87.
Chaiklin, S., 2010. The dialectical development of cultural-historical research, with implications for research in special and inclusive education. In: Siebert, B., ed. Integrative Pädagogik und die Kulturhistorische Theorie (Band 5. Schriftenreihe Behindertenpädagogik und Integration). Frankfurt: Peter Lang, pp. 21-26.
Chaiklin, S., Hedegaard, M., 2009. Het leren van vakinhouden en identiteitsontwikkeling: een 'radicaal-lokaal' perspectief. In: van Oers, B., Leeman, Y., Volman, M., eds. Burgerschapsvorming en identiteitsontwikkeling [Civic Education and Identity formation]. Van Gorcum, pp. 161-170.
Chaiklin, S., Hedegaard, M., 2008. Radical-local teaching and learning: A cultural-historical perspective on education and children's development. In: Fleer, M., Hedegaard, M., Tudge, J., eds. Childhood Studies and the Impact of Globalization: Global and Local Policies and Practices. London: Routledge, pp. 179-198.
Chaiklin, S. (2007). Modular or integrated? An activity perspective for designing and evaluating computer-based systems. International Journal of Human-Computer Interaction, 22, 179-197.
Chaiklin, S., 1999. Developmental teaching in upper-secondary school. In: Hedegaard, M., Lompscher, J., eds. Learning Activity and Development. Aarhus, Denmark: Aarhus University Press, pp. 187-210.
Chaiklin, S., Lave, J., eds., 1993. Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
Chaiklin, S. (2011). The role of ‘practice’ in cultural-historical science. In M. Kontopodis, C. Wulf, & B. Fichtner (Eds.), Children, development and education (pp. 227-246). Dordrecht: Springer.
Chaiklin, S. (2011). Social scientific research and societal practice: Action research and cultural-historical research in methodological light from Kurt Lewin and Lev S. Vygotsky. Mind Culture and Activity, 18, 129-147.
Chaiklin, S., 2010. Die Zone der nächsten Entwicklung. In: Kaiser, A., Schmetz, D., Wachtel, P., Werner, B., eds. Enzyklopädisches Handbuch der Behindertenpädagogik: Band 3: Bildung und Erziehung. Stuttgart: Kohlhammer, pp. 78-87.
Chaiklin, S., 2010. The dialectical development of cultural-historical research, with implications for research in special and inclusive education. In: Siebert, B., ed. Integrative Pädagogik und die Kulturhistorische Theorie (Band 5. Schriftenreihe Behindertenpädagogik und Integration). Frankfurt: Peter Lang, pp. 21-26.
Chaiklin, S., Hedegaard, M., 2009. Het leren van vakinhouden en identiteitsontwikkeling: een 'radicaal-lokaal' perspectief. In: van Oers, B., Leeman, Y., Volman, M., eds. Burgerschapsvorming en identiteitsontwikkeling [Civic Education and Identity formation]. Van Gorcum, pp. 161-170.
Chaiklin, S., Hedegaard, M., 2008. Radical-local teaching and learning: A cultural-historical perspective on education and children's development. In: Fleer, M., Hedegaard, M., Tudge, J., eds. Childhood Studies and the Impact of Globalization: Global and Local Policies and Practices. London: Routledge, pp. 179-198.
Chaiklin, S. (2007). Modular or integrated? An activity perspective for designing and evaluating computer-based systems. International Journal of Human-Computer Interaction, 22, 179-197.
Chaiklin, S., 1999. Developmental teaching in upper-secondary school. In: Hedegaard, M., Lompscher, J., eds. Learning Activity and Development. Aarhus, Denmark: Aarhus University Press, pp. 187-210.
Chaiklin, S., Lave, J., eds., 1993. Understanding practice: Perspectives on activity and context. Cambridge: Cambridge University Press.
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