This landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity agency and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I âœRethinking Conceptual Frameworksâ offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory such as activity history community and the ways they are conceptualized and under-conceptualized within sociocultural theory. *Part II âœRethinking Knowledge and Representationâ considers the tensions and possibilities related to how research knowledge is produced represented and disseminated or sharedâchallenging the locus of authority in research relationships asking who is authorized to be a legitimate knowledge source for what purposes and for which audiences or stakeholders. Employing the lens of âœcritical sociocultural researchâ this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars researchers and graduate students in literacy education social and cultural psychology social foundations of education educational anthropology curriculum theory and qualitative research in education. . Language: English