Chapter 1 Introduction: Advancing Dialogues Between Critical Psychology and Cultural-Historical Theory

Chapter 2 Critical Psychology: Subjects in Situated Social Practices

Chapter 4 Looking Toward a Productive Dialogue Between Cultural-Historical and Critical Psychologies

Chapter 5 The Primacy of Critical Theory and the Relevance of the Psychological Humanities

Chapter 6 Can the Concept of Activity Be Considered as a Theoretical Device for Critical Psychologies?

Chapter 7 Decolonising Childhood, Reconceptualising Distress: A Critical Psychological Approach to (Deconstructing) Child Well-Being

Chapter 8 Psychology and Psychologies ‘from the Language End’: Critical Reflections

Chapter 9 Problematizing Pedagogical Imports and Creating New Conditions for Children’s Development: A Case from China

Chapter 10 Nationalism and/or Developing Understanding of Society?

Chapter 11 The Two Pathways of Vygotsky’s Legacy: The Critical and Noncritical Coexisting Positions in Vygotsky’s Thought