{
  "issue_key": "vol10-no2-2026",
  "volume": 10,
  "number": 2,
  "season": "Spring 2026",
  "year": 2026,
  "sequence": 10,
  "type": "research-article",
  "section": "Research Article",
  "title": "Situated Agency and Collective Meaning: Rethinking Development through Vygotskian Praxis",
  "subtitle": "A Critical Inquiry into Collaborative Praxis, Political Engagement and Cultural-Historical Psychology",
  "slug": "situated-agency-and-collective-meaning-rethinking-development-through",
  "corporate_author": null,
  "authors": [
    {
      "given_name": "Nick",
      "family_name": "Papé",
      "credentials": "Professor; PhD",
      "affiliation": "Executive Director and Principal, London Churchill College",
      "email": "Nick.Pape@lcc.ac.uk",
      "orcid": "0000-0003-1395-3751",
      "is_corresponding": true,
      "sequence": 1
    }
  ],
  "abstract": "This article reconsiders Vygotskian psychology through the lens of collaborative praxis, arguing that learning is not only a cognitive process but also a social, ethical and political act. Drawing on cultural-historical traditions and informed by dialectical materialism, the article positions education as a site of collective meaning-making, shaped by struggle, history and shared purpose. It engages with the contributions of key scholars who reassert Vygotsky’s revolutionary commitments, highlighting the centrality of agency formed in relation with others and examines the limits of institutional models that reduce learning to measurable outputs. Empirical material drawn from mature learners and digital environments reveals the tension between student experience and institutional control, with collaborative projects offering alternative ways of organising knowledge and participation. Rather than offer solutions, the article calls for renewed attentiveness to memory, care and conflict as generative forces in educational practice. Collaboration is defined not as a method but as a commitment to work with others toward shared intellectual and social responsibility.",
  "keywords": [
    "Collaborative Praxis",
    "Vygotskian theory",
    "cultural-historical psychology",
    "political agency",
    "mature learners",
    "higher education",
    "student participation",
    "educational ethics",
    "digital pedagogy",
    "institutional power"
  ],
  "first_page": 80,
  "last_page": 91,
  "pdf_start": 81,
  "pdf_end": 92,
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    }
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