Central Asian Psychology
Psychology in Central Asia can serve as a good example of the aphorism of Hermann Ebbinghaus: Psychology has a long past and a short history. The long past is the folk psychology of Kyrgyzstan and the nomads of Central Asia. The short history is the major borrowings from Russia. For much of the twentieth century the Central Asian republics were under the domination of Russia or the Soviet Union. The republics of Kazakhstan, Kyrgyzstan, Uzbekistan, Turkmenistan, and Tajikistan were part of the Soviet Union from the 1920s until 1990. 
 
 
Keywords: 
 
cultural psychology; 
international psychology; 
indigenous psychology
From Vygotsky to Vygotskian psychology: introduction to the history of the Kharkov School.
Around the end of the 1920s, Vygotsky introduced his integrative framework for psycho-logical research to the Soviet Union. This framework was not abandoned and forgotten until its rediscovery in Russia and America in the 1950s, as some claim. In fact, even after his untimely death in 1934, Vygotsky remained the spiritual leader of a group of his for-mer students and collaborators, who became known as the Kharkov School. This paper reconstructs the early intellectual history of Vygotskian psychology, as it emerged, around the time of Vygotsky's death, in the research program of the Kharkov School.
Rights, inclusion and citizenship: a good news story about learning in the early years
ABSTRACT Including all children is something many education settings aspire to, yet the outcome of children realising their right to an inclusive education remains elusive for far too many. In this article we present the narrative of an inclusive early childhood education setting. The first author undertook an ethnographic study of the experiences of an disabled child in a kindergarten1 in Aotearoa New Zealand as part of her Master of Education degree. This was done with the express intention of relaying a narrative of active participation, inclusion and citizenship experienced by that child and their family within that community. The collective narrative that emerged highlights what is possible for the meaningful inclusion of disabled children, not just in New Zealand but internationally, when communities act with inclusive intent. In this article we identify the themes of learner identity, adopting a pedagogy for participation, establishing a culture of belonging and contribution, and lastly, using the environment as the third teacher, which emerged after analysing interviews with some of the participants. Together these themes combine to provide an evaluative framework to review inclusive curriculum and performance in early childhood settings.