This collection of papers examines key ideas in cultural-historical
approaches to children's learning and development and the cultural and
institutional conditions in which they occur. The collection is given
coherence by a focus on the intellectual contributions made by Professor
Mariane Hedegaard to understandings of children's learning through the
prism of the interplay of society, institution and person. She has
significantly shaped the field through her scholarly consideration of
foundational concepts and her creative attention to the fields of
activity she studies. The book brings together examples of how these
concepts have been employed and developed in a study of learning and
development. The collection allows the contributing scholars to reveal
their reactions to Hedegaard's contributions in discussions of their own
work in the field of children's learning and the conditions in which it
occurs.