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dc.contributor.authorBalakrishnan, Vishalache
dc.contributor.authorClaiborne, Lise Bird
dc.date.accessioned2012-06-25T03:23:04Z
dc.date.available2012-06-25T03:23:04Z
dc.date.copyright2012-06
dc.date.issued2012
dc.identifier.citationBalakrishnan, V. & Claiborne, L.B. (2012). Vygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local context. Journal of Moral Education, 41(2), 225-243.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/6426
dc.description.abstractThis article explores Vygotsky’s concept of the Zone of Proximal Development (ZPD) in the Malaysian context to support local reform of the Moral Education (ME) classroom. Small groups of students in three different types of school were involved in a participant action research (PAR) project. Such classrooms in Malaysia bring together students from various ethnicities aligned with Hindu, Confucian and Christian beliefs and understandings. Using the Malaysian multicultural ME classroom as a case study, we offer some examples of group conversations around moral dilemmas that illustrate ways that collaborative processes beyond the individual might expand an individual student’s ZPD and the consensual as well as divergent views of each group as a whole. This suggests possibilities for an extension of the ZPD into a zone of collaborative development (ZCD).en_NZ
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.ispartofJournal of Moral Education
dc.relation.urihttp://www.tandfonline.com/doi/abs/10.1080/03057240.2012.678056en_NZ
dc.subjectZone of Proximal Developmenten_NZ
dc.subjectZPDen_NZ
dc.subjectVygotsky’s concepten_NZ
dc.titleVygotsky from ZPD to ZCD in moral education: reshaping Western theory and practices in local contexten_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/03057240.2012.678056en_NZ
dc.relation.isPartOfJournal of Moral Educationen_NZ
pubs.begin-page225en_NZ
pubs.elements-id37636
pubs.end-page243en_NZ
pubs.issue2en_NZ
pubs.volume41en_NZ


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