The Transformative Mind: Expanding Vygotsky's Approach to Development and Education
Abstract
The book suggests a transition from a relational worldview premised on the socio-political ethos of adaptation towards a transformative worldview premised on the ethos of solidarity and equality. Expansively developing Vygotsky's revolutionary project, the Transformative Activist Stance integrates insights from a vast array of critical and sociocultural theories and pedagogies and moves beyond their impasses to address the crisis of inequality. This captures the dynamics of social transformation and agency in moving beyond theoretical and political canons of the status quo. The focus is on the nexus of people co-creating history and society while being interactively created by their own transformative agency. Revealing development and mind as agentive contributions to the 'world-in-the-making' from an activist stance guided by a sought-after future, this approach culminates in implications for research with transformative agendas and a pedagogy of daring. Along the way, many key theories of mind, development and education are challenged and radically reworked.
... Os dados foram coletados por meio de um questionário online, respondido por 139 coordenadores/as. O referencial teóricoepistemológico da pesquisa fundamenta-se em autores/as que destacam a importância da formação ética dos/as pesquisadores/as (Beauchemin et al., 2022;Guillemin;Gillam, 2004;Knight, 2023), na perspectiva ético-ontoepistemológica (Mainardes, 2022;Stetsenko, 2017Stetsenko, , 2021) e nas formulações de Bourdieu (1996) sobre habitus científico. As principais conclusões foram: a) tem aumentado o interesse dos PPGEs pelas questões relacionadas à ética em pesquisa; b) a maioria dos respondentes considera a ética em pesquisa uma temática relevante e que necessita ser contemplada na formação de pesquisadores/as; c) o sistema de revisão ética existente no Brasil não é apropriado para a pesquisa em Ciências Humanas e Sociais; e d) a formação ética dos/as pesquisadores/as deve contemplar a ética procedimental e a ética na prática. ...
... Data were collected through an online questionnaire answered by 139 coordinators. The theoretical-epistemological framework of the study is based on authors who emphasize the importance of ethical training for researchers (Beauchemin et al., 2022;Guillemin;Gillam, 2004;Knight, 2023), from an ethical-onto-epistemological perspective (Mainardes, 2022;Stetsenko, 2017Stetsenko, , 2021 and Bourdieu's (1996) formulations on scientific habitus. The main conclusions were: a) there has been an increasing interest among Graduate Programs in Education in issues related to research ethics; b) most respondents consider research ethics a relevant topic that needs to be addressed in the training of researchers; c) the existing ethical review system in Brazil is not suitable for research in the Humanities and Social Sciences; and d) ethical training for researchers should encompass procedural ethics and ethics in practice. ...
... O referencial teórico-epistemológico da pesquisa fundamenta-se em autores que destacam a importância da formação ética dos pesquisadores (Beauchemin et al., 2022;Kalichman, 1998;Fisher;Fried;Feldman, 2009;García Rupaya, 2012;Guillemin;Gillam, 2004;Knight, 2023;Steneck, 2006;Steneck;Bulger, 2007), na perspectiva éticoontoepistemológica (Mainardes, 2022;Stetsenko, 2017Stetsenko, , 2021) e nas formulações de Bourdieu (1996) sobre habitus científico. ...
Este artigo apresenta a análise das opiniões de coordenadores/as de Programas de Pós-Graduação em Educação (PPGEs) sobre questões relacionadas à ética em pesquisa. Os dados foram coletados por meio de um questionário online, respondido por 139 coordenadores/as. O referencial teórico-epistemológico da pesquisa fundamenta-se em autores/as que destacam a importância da formação ética dos/as pesquisadores/as (Beauchemin et al., 2022; Guillemin; Gillam, 2004; Knight, 2023), na perspectiva ético-ontoepistemológica (Mainardes, 2022; Stetsenko, 2017, 2021) e nas formulações de Bourdieu (1996) sobre habitus científico. As principais conclusões foram: a) tem aumentado o interesse dos PPGEs pelas questões relacionadas à ética em pesquisa; b) a maioria dos respondentes considera a ética em pesquisa uma temática relevante e que necessita ser contemplada na formação de pesquisadores/as; c) o sistema de revisão ética existente no Brasil não é apropriado para a pesquisa em Ciências Humanas e Sociais; e d) a formação ética dos/as pesquisadores/as deve contemplar a ética procedimental e a ética na prática. Argumenta-se que: a) a revisão ética dos projetos de pesquisa pelos Comitês de Ética em Pesquisa é necessária, mas não suficiente; e b) é preciso ampliar a visão de ética em pesquisa para além da aprovação ética, em direção à criação de um ecossistema de ética e integridade. Palavras-chave: Ética em pesquisa; Integridade; Pós-Graduação em Educação.
... With a dual analytical focus on the developmental implications for a particular boy in a marginalised position and for the community of children as a whole, the article demonstrates how classroom interventions that are underpinned by a normative commitment to the concept and practice of care have the potential to support co-constitutive processes of individual and collective development. I argue that the intervention framework presented in the case can point towards a pedagogy of caring communities, which aims to supersede, in both theory and practice, the dichotomy between a collective and an individual level in efforts to foster human development (Stetsenko, 2017). ...
... Furthermore, with inspiration from Transformative Activist Stance (Sales et al., 2020;Stetsenko, 2013Stetsenko, , 2020, children and young people in education are understood as developing their own unique activist stance as to how the community might realise a sought-after future in which current inequalities, oppressive structures, and conflictual contradictions of the status quo are transformed. Although an activist stance is claimed by the individual, it must be understood as a collective achievement, as it will have always been cultivated, supported, and emerged within collaborative activist practices (Stetsenko, 2017). Finally, this work draws inspiration from the sociology of childhood, a tradition in which Corsaro (2005) is a key figure. ...
... Cultural tools are a key concept in this regard. As its Vygotskian legacy shows (Engeström, 2014;Stetsenko, 2017;Valsiner, 2001), this concept has been crucial to theoretically bridge the gap between subject(s) and object(s) by showing how subject-object relationships are mediated by the symbolic cultural tools of the both intrapsychological and social world. Any cultural sign -a word, a thought, an emotion labelled as a feeling, an interpretation of a facial expression, an action, a collective practice etc. -can serve as a cultural tool that mediates development within a person's or a group of people's shared relation to an object. ...
With many school systems worldwide facing several crises, such as inequality and a lack of well-being among schoolchildren, understanding how to care for, and support care among, these children must be a vital commitment for researchers and school professionals. Hence, this article introduces the notion of cultures of care within communities of children, emphasising care as a collective-transformative practice where children develop cultural tools to transform or navigate within the shared conditions of life with which they struggle. Drawing on cultural-historical and critical branches of psychology, a qualitative case analysis explores how an intervention framework (developed by this article’s author and a schoolteacher) seemed to support the development of a culture of care within a community of children at a Danish municipal primary school. Analyses of observational fieldnotes and interview excerpts suggest how the participating children engaged in negotiating, developing and expanding their shared repertoire of caring cultural tools with the purpose of creating a future in the community where the collective struggles of the present are less challenging. Focusing on the developmental implications, both for the community and for a boy in a marginalised position, the analysis sheds light on the interdependence of collective and individual development, as the children simultaneously care for the development of themselves and their community. Finally, it is discussed how pedagogical initiatives in schools that aim to care for children in marginalised positions as well as for the entire community must acknowledge the activist nature of schoolchildren and the collective nature of their agency.
... Based on the deficit-compensation unit conceptualized by this last author, we shift the unit of our analysis to a social scale (hindrance-overcoming), i.e., the violence and war context hindering the social conditions needed for agency and development of people and collectives. This agency simultaneously implies a dialectic development of the person's capacity to think, act and feel consciously, and the engagement of these human capacities in transforming the world via change and the creation of the individual's and collective present and future (Stetsenko, 2016). In that context, an overcoming process is necessary for refugees to collectively create the conditions for psychological development and socially just change (Stensenko & Selau, 2018). ...
... Furthermore, those social privations, compounded by the privatization of educational resources, prevent people from developing their collective ability to act (Stetsenko, 2016) on the situations affecting them negatively, as well as from acquiring the psychological instruments to be able to master and act on their subjective experience in all its emotional tenor. That experience is then suffered, and people find themselves cut off from the social (re)sources allowing them to build capacities to influence the necessities weighing on their lives, or nurture legitimate aspirations to a desirable future. ...
... However, the group can also represent a collective space in which to express oneself, in which the risks taken by one participant can help the others feel that they are allowed to join in the discussion. This emerging possibility to contribute to the discussion in a legitimate way, to have one's voice recognized, and to recognize oneself can offer a way to reconnect with one's developmental trajectory (Stetsenko, 2016) and potentially open the way for developing collective and subjective agencies. Whereas participation in SPI groups has a positive impact on the SPI of immigrants, including refugees (e.g., Chamberland & LeBossé, 2014;Stewart et al., 2012;Yoon et al., 2019) in the case of unemployment at the end of the groups, participation can cause fallback strategies, anger and helplessness (Bronstein & McPhee, 2009). ...
... The study investigates how digital technologies might mediate students' agency in learning during these sessions. Agency refers to the ability to actively participate in meaningful activities, solve problems and develop conceptual understanding (Edwards, 2023;Engeness, 2021a;Stetsenko, 2017). Research on MOOCs has shown that student engagement plays a crucial role in improving learning outcomes (Deng et al., 2020). ...
... Knowledge is not stored and retrieved but developed, enacted and reenacted through orienting activities (Arievitch, 2017). Agency, the capacity to learn and engage meaningfully, is developed, enacted and expanded through collective learning activities (Engeness, 2021a;Stetsenko, 2017). Human actors mediate these activities by creating and mobilizing different tools in a specific situation (Kaptelinin & Nardi, 2012). ...
... This dialectical relationship is established through participants engaging together to develop their conceptual understanding of the target concept (Engeness, 2021a) by integrating different perspectives. A dialectical relationship in learning is set into motion when participants engage with different ideas and perspectives, which are developing, inconsistent, incomplete and contradictory, and participants attempt to develop a rational understanding by clarifying and combining these perspectives (Dafermos, 2018;Stetsenko, 2017). ...
This study examines students’ engagement in online synchronous collaborative learning (OSCL) sessions in a massive open online course (MOOC). The study focuses on the role of digital technologies in facilitating students’ agency in collaborative meaning-making activities. The primary data sources for the study were video recordings of OSCL sessions, which were analysed using the method of interaction analysis and interpreted through the lens of cultural-historical theory. The findings revealed four interconnected activities of collaborative meaning-making: establishing social connections and presence, reflecting on prior learning, sharing digital artefacts and reflecting on shared understanding. The progression from one activity to another unfolded as students contributed to collaborative learning activities using their own ideas and problem-solving approaches. The use of individually created digital artefacts, such as examination assignment drafts, deepened interactions and meaning-making processes, enhancing students’ agency in collaborative learning. The findings of this study provide insights into pedagogical strategies that can enhance student agency in MOOC environments, highlighting the crucial role of digital artefacts in developing students’ agency in collaborative learning.
... Here, didactic thinking and its associated concepts are tools conceptualized as having been designed to act upon the world, to transform the world, and to transform teaching-learning mathematics. In our case, the orientation given, inspired in part by the Transformative Activist Stance (Stetsenko, 2017), was on the development of critical probabilistic thinking as intellectual tools to transform the world according to the students self-defined end points in relation to society. Javier had a great answer. ...
... It means that in the DCA, a researcher organizes its development towards its own end points, to develop its own agency, without forgetting that agency can only be developed if others are also developing their own agency, through collaborative practices (Stetsenko, 2017). The knowledge produced by the development of a DCA is therefore rooted in practice. ...
... In this sense, the DCA is an activity of teaching-learning didactic thinking, which, although instigated by the researcher, is a situation where the teaching-learning is truly dialectical, meaning that, at every moment, all actors are teaching-learning from and to each other. Hence, calling them subjects would make no sense since none of these people is subjected to anybody, they are rather social actors creating now their soughtafter future with the tools of agency (Stetsenko, 2017). Moreover, Stetsenko makes the point that the researcher carries a responsibility, due to his privileged position towards knowledge in society, to organize its research to help others gain critical access to the tools which he is an expert in, with the goal of making it possible for others to develop their agency through these tools. ...
https://rdcu.be/dSpS3
Contributing to a scientific field is not always a scenic route. One cannot always act in the world according to the posted signs others have thought constituted relevant information. In doing so, one would prevent itself from taking uncharted roads with possibly much to discover. This autoethnographic journey of a didactician of mathematics tells the story of what might happen if we take a side road. Moving from a deficit-oriented perspective of professional development, summarized as teaching didactic knowledge to teachers, to contributing to the development of the teachers’ didactic thinking as a tool for agency is not easy. To do so, one needs to become conscious he needs to listen to the other, really listen, which can be risky. I needed to listen to what Ms. Callaghan had to say and she needed to listen to what Javier, her student, had to say, even if it did not fit our respective intended narratives. This is the story of how a didactician and a teacher worked together to raise each other’s consciousness and bring forth a new orientation for the development of a didactic of mathematics that anchors itself in and for actual people teaching–learning mathematics.
Contribuer à enrichir un domaine scientifique n’est pas toujours comme une promenade sur une route panoramique. On ne peut pas toujours agir et se fier aux panneaux indicateurs que d’autres ont établis comme affichant de l’information pertinente. En agissant ainsi, on s’empêcherait d’emprunter une route inexplorée qui a peut-être beaucoup à nous faire découvrir. Ce voyage auto-ethnographique d’un didacticien des mathématiques fait le récit de ce qui pourrait arriver si nous choisissons de nous engager sur une route secondaire. Il n’est pas facile de passer d’une perspective de perfectionnement professionnel orientée sur les manques, sommairement décrite comme faire l’enseignement de connaissances didactiques aux enseignants, à une démarche de contribution au développement de la pensée didactique des enseignants en tant qu’outil d’action. Pour ce faire, il faut prendre conscience de la nécessité d’écouter l’autre, de l’écouter vraiment, ce qui peut présenter des risques. Je devais écouter ce que Mme Callaghan avait à dire et elle devait écouter ce que Javier, son élève, avait lui-même à dire, même si cela ne correspondait pas à nos récits respectifs attendus. Voici l’histoire d’un didacticien et d’une enseignante qui ont travaillé ensemble pour se sensibiliser davantage l’un l’autre et donner une nouvelle orientation à l’élaboration d’une didactique des mathématiques qui s’ancre dans et pour les personnes qui enseignent et apprennent les mathématiques.
... In practice, curriculum de-encapsulation allows participants to experiment with insurgent practices, discovering their voices and projecting their ideas. Through this process, they develop an active stance, realizing that they are not merely passive recipients within the world but are implicated in its dynamics as co-creators (Stetsenko, 2017). This empowers voices that are typically silenced and provides opportunities for vulnerable groups to gain visibility and recognition through meaningful activities. ...
... Agency, therefore, embodies participants' involvement in the collective production of shared decisions, where they question established practices and theories to construct new futures (7). Stetsenko (2017) defines this as the process of co-creating, co-authoring, and inventing the future, embedded in the ongoing struggle to change the world and shape how it, in turn, shapes us-through taking a stand, staking a claim, making commitments, and claiming positions. ...
This essay discusses transformative education through social activities and curriculum de-encapsulation. Using the example of a museum visit, it demonstrates how integrating real-world, situated activities into the curriculum challenges traditional educational models by promoting student agency and critical engagement with the production of knowledge. This approach fosters educational environments where students are not merely passive recipients of predefined content but active participants in constructing meaning through experiences that connect school and life. Curriculum de-encapsulation enables interdisciplinary learning that bridges academic knowledge with social, political, and cultural issues, thus contributing to a pedagogy that is inclusive, critical, and socially responsive. By breaking the boundaries of rigid disciplinary structures, it allows for the integration of multiple perspectives and ways of knowing. This not only enhances students' cognitive engagement but also supports the development of their social and ethical awareness. The article concludes that such an educational orientation has the potential to prepare students to become reflective and responsible agents of social change within their communities. It suggests that transformative learning spaces, grounded in real experiences and dialogical practices, are essential for cultivating a sense of belonging, purpose, and the collective potential to act toward a more just and equitable world.
... Como apontamos, é central na atividade de intervenção aqui desenvolvida que a agência 9 humana seja compreendida como ativista transformadora (Stetsenko, 2016), no sentido que as intencionalidades humanas se expressam por meio dela, de modo que as transformações sociais sejam, ao mesmo tempo, uma transformação dos sujeitos das atividades. Assim, um dos principais pontos que contribuíram para essa complexificação durante o debate, foi a constatação dos licenciandos, que apenas apresentar uma "prova científica" com um fim em si mesmo não é suficiente em aulas de ciências, indicando que os estudantes não aceitariam essa prova como apenas um consenso em si mesmo, o que geraria uma suposta dicotomia entre "crer" ou "não crer" na ciência: ...
... O conceito de conflito de motivos é explorado por Sannino (2022), sob as lentes da Teoria da Atividade, tratando sobre agência e desenvolvimento humano, apontando, em direção similar ao que discute Stetsenko (2016), que os estudos sobre agência humana normalmente acabam tratando esse conceito de maneira individualista, o que dificulta a conceituação sobre o desenvolvimento humano numa perspectiva coletiva. Para superar essa individualização, a autora traz um exemplo sobre o conceito de conflito de motivos, que, em resumo, é quando, no desenvolvimento de uma atividade, os sujeitos se deparam com uma situação problemática que causa uma inação, como se tal situação não pudesse ser resolvida, de modo que os sujeitos precisam recorrer, coletivamente, às estratégias para superar essa inação. ...
Discutimos a complexificação do objeto "prova científica" no desenvolvimento das atividades realizadas em uma pesquisa de mestrado no contexto da Licenciatura em Educação do Campo (Ciências da Natureza e Matemática). Para tratar dessa complexificação, apontamos algumas contradições presentes na perspectiva do ensino em e sobre ciências, principalmente nas suas relações com a visão consensual sobre Natureza da Ciência e como essas relações, ao não tratarem a natureza contraditória com a qual se constroem consensos, acaba por reforçar e propagar, na Educação em Ciências, uma tendência consensualista. Essa tendência consensualista pode manifestar-se de diversas formas, sendo uma delas na redução da discussão sobre "prova científica" ao "problema da demarcação", o que configura um reducionismo apenas à dimensão puramente epistêmica desse problema. Para o desenvolvimento da complexificação do objeto "prova científica", nos apoiamos na Teoria da Atividade e utilizamos cinco textos sobre a temática que, articulados nas atividades de intervenção no contexto da formação de professores das escolas do campo, permitiram analisar como a dinâmica dessas atividades com licenciandos promoveu essa complexificação, de modo que discutiremos a importância desta na superação da tendência consensualista e no desenvolvimento da Educação em Ciências como ferramenta para o desenvolvimento de possibilidades concretas de emancipação humana.
... Recent research in the learning sciences has paved the way for shifting the orientation of our work from the given to radically new possibilities in designing for learning and equity (Stetsenko, 2016;Vossoughi, 2021). A special JLS issue, edited by Curnow and Jurow (2021), examined social movements as productive sites for critique and radical imagination. ...
... Utopian designs are intended to challenge the existing power relations and status quo while transforming the institutions in which they are implemented (Gutiérrez et al., 2020;Sarason, 1990;Stetsenko, 2016). Creating the conditions for sustaining the radical content of the utopian goal can be illustrated by reconsidering Tyack and Cuban's (1995) metaphor of a firefly. ...
... Transformadora] (Stetsenko, 2008(Stetsenko, , 2013(Stetsenko, , 2016 para enfrentar esse desafio. Esse referencial ampara-se em uma ontologia que não opõe sociedade e indivíduo, já que compreende o desenvolvimento humano como um processo ativo, permanente e contingente às atividades realizadas coletivamente. ...
... Nesse sentido, humanidade e mundo são compreendidos como distintos, mas não opostos, polos de um processo de produção único. Ambos são, simultaneamente, partes e produtos de um campo unificado, ainda que não uniforme, de atividades colaborativas e intencionais (Stetsenko, 2016). ...
Between November 2015 and January 2016, students from the state of São Paulo occupied more than 200 public high schools facilities protesting against a plan to restructure the public school network. Working with distinct kinds of evidence, we provided a case study and used it to understand if, and in which sense, these activists insurrections are distinct from the traditional Brazilian militant protests. We conclude that prefigurative practices are a distinctive feature of these occupations and use the Transformative Activist Stance to stress the impact of these activities into the young activists’ development.
... Ativista Transformador (Stetsenko, 2017), entendemos que a mais importante tarefa da ciência não é apenas entender a vida humana, mas transformá-la. Compreender o trabalho, suas contradições e efeitos reais à saúde e a forma como se constitui a cultura do trabalho é parte essencial de um projeto de transformação social e mudança. ...
... Muitos países colonizados, que lutaram pela independência da metrópole europeia, acabaram encurralados ao controle financeiro do capital norte americano, tendo seus Estados endividados pela "ajuda" concedida em favor da "independência" colonial. (Stetsenko, 2016(Stetsenko, , 2017(Stetsenko, , 2019 na educação e na cultura com vistas à emancipação social humana. ...
Este artigo discute como a persistência do trabalho infantil, especialmente no Brasil e nos Estados Unidos da América, constitui uma face atual do neocolonialismo. Cultivado como atividade educativa e dignificante, o trabalho infantil explorado persiste e é naturalizado como atividade educativa. A escola, a legislação e a religião, fazendo com que a classe trabalhadora passasse a amar e naturalizar aquilo que em épocas pretéritas era entendido como tortura e castigo, atuaram como meios fundamentais de formação de uma nova forma cultural: o amor ao trabalho. Inicialmente, o artigo discute como é historicamente fundada a cultura do trabalho para, depois, argumentar de forma contrária às explicações idealistas e pós modernas que o naturalizam. Entende que a cultura tem uma base material e é ligada à produção e reprodução social da vida. Metodologicamente, realizamos revisão bibliográfica sobre a cultura, o trabalho e o trabalho infantil. Além disso, foram coletados depoimentos de crianças trabalhadoras e familiares no Brasil e nos EUA. Também analisamos dados do IBGE e da Human Rights Watch. A pesquisa conclui com a necessidade de refundar uma nova cultura para uma nova sociedade que, baseada em outras relações sociais e econômicas, permita que a classe trabalhadora se liberte do que a domina e explora.
... La CDA s'inspire du dispositif méthodologique de la clinique de l'activité (Clot, 2017). Elle s'appuie sur la psychologie vygotskienne (Vygotski, 1934(Vygotski, /1997 et le concept de puissance d'agir (Spinoza, 1677(Spinoza, /2005 dans une posture d'activisme transformateur (Stetsenko, 2017). Par ailleurs, à travers les interventions de la personne didacticienne, des outils de la didactique des mathématiques sont convoqués en rapport à la réalisation d'une CDA et à l'objet professionnel qui s'y développe. ...
... Puisque cette demande est adressée à une personne didacticienne, elle est toujours liée au moins en partie à un projet didactique recherché par la personne enseignante qui, s'il se réalisait, augmenterait sa satisfaction. Ainsi, elle cherche activement à le réaliser afin de créer un à-venir meilleur dès maintenant (Stetsenko, 2017). ...
Dans une réflexion sur l'adéquation entre offre et demande de formation continue autour de l'enseignement-apprentissage des mathématiques, nous analysons la rencontre initiale d'une clinique didactique de l'activité pour illustrer une entrée par la demande dans le cadre d'un travail collaboratif entre des personnes enseignantes et un didacticien des mathématiques autour de l'émer-gence d'un objet professionnel de formation lié à l'enseignement-apprentissage des mathématiques à l'école primaire.
Offer and demand do not always meet when it comes to in-service teacher training with regards to teaching-learning Mathematics. To mitigate the gap, we analyse the initial meeting of a di-dactic clinic of activity to illustrate an entry through a demand expressed by teachers to a didactician of mathematics as they work in collaboration to enable a common training professional object linked to teaching-learning mathematics in an elementary school to emerge.
... Ici, la direction de la transformation n'est pas déterminée par la personne didacticienne, même si elle met nécessairement en place un horizon en mouvement (Stetsenko, 2017) qui recoupe en partie l'horizon en mouvement de la personne enseignante. C'est dans ce rapprochement des horizons respectifs que se joue l'équilibre entre provoquer le développement et prescrire. ...
... Cette mise en rapport est au coeur du projet éthique de l'approche clinique en général. Cela implique, pour la personne intervenante, une posture d'activiste transformateur visant à cocréer le monde à-venir dès maintenant (Stetsenko, 2017). Cette posture est en quelque sorte à l'opposé de la posture en retrait qui consiste à documenter et à comprendre la réalité actuelle, le statu quo. ...
À partir de la proposition de clinique didactique de l'activité (Benoit, 2022), nous explorons l'idée d'une didactique des mathématiques clinique. Approche clinique, entrée par l'activité, déve-loppement de la pensée didactique, augmentation de la puissance d'agir, rapports personnes ensei-gnantes et didacticiennes et leurs postures, nature des savoirs développés sont quelques éléments qui sont discutés en vue de circonscrire ce que pourrait être une didactique des mathématiques clinique. Mots-clefs : Didactique des mathématiques clinique, clinique didactique de l'activité, développe-ment de la pensée didactique, puissance d'agir, travail collaboratif.
Extending on the didactic clinic of activity (Benoit, 2022), we explore the idea of a Didactic of Mathematics clinic. Clinical approach, activity entry, didactical thinking development, puissance d'agir development, teachers and didacticians relationship and respective stances, nature of developed knowledge are some of the elements discussed in order to circumscribe of a Didactic of Mathematics clinic might be.
... Lyng Rollespil bliver i denne artikel beskrevet og analyseret på baggrund af et sociokulturelt perspektiv, dvs. som redskabsmedieret og situeret praksis (Stetsenko, 2016;Wertsch, 1998). Den praksis, som helt konkret udfolder sig i Lyng Rollespil, og som det etnografiske feltarbejde angår, vil blive omtalt som Spillet. ...
... Denne artikels teoretiske afsaet er nyere sociokulturelle perspektiver (Stetsenko, 2016) i kombination med nymaterialisme (Ingold, 2010). Denne teoretiske kombination muliggør et perspektiv på leg som en dynamisk kraft, der involverer både menneske lige og mereendmenneskelige aktører (Lester, 2018). ...
Denne artikel bygger på fire måneders feltarbejde i det fritidspædagogiske tilbud Lyng Rollespil; et liverollespil, som gennem 20 år på ugentlig basis har udfoldet sig på udearealerne omkring en fritidsklub ved en dansk folkeskole. Hver torsdag aften mødes ca. 100–150 deltagere her; primært børn og unge mellem 10 og 18 år, men også en stor gruppe frivillige over 18 år samt fire fritidspædagoger, som har en del af deres ansættelse her. På baggrund af observationsnoter, fotos og interviews og med teoretisk afsæt i sociokulturelle og nymaterialistiske perspektiver belyses spillet som en slags socio-materielt sammenfiltret væsen. Et væsen, som konstitueres dynamisk og kreativt af deltagerne gennem handlinger, artefakter, steder, stemninger og regelstrukturer. Det belyses, hvordan deltagernes praksisser nærer, udvikler og transformerer dette sammenfiltrede væsen, herunder sikrer det imod opløsning og sammenbrud. Artiklen zoomer ind på en specifik handlingstråd, nemlig en gruppe spilleres intensive foretagsomhed, som, over et par måneder, kulminerer i et risikofyldt shamanritual med det formål at fremmane en specifik karakter, som ellers ikke havde været en del af spillet i flere år. Det synliggøres herigennem, hvordan både legen og pædagogikken tjener til at nære og tøjle Spillet som væsen. English abstract “I’ve Spent a Fucking Month on This Character!” On the Functions of Play in the Live-Action Role-Play Activities of an Afterschool Club This paper builds on four months of field work in the afterschool pedagogical initiative “Lyng Rollespil”: a live action role-play that unfolds on the outdoor premises of an afterschool club at a Danish state school. Every Thursday evening, approximately 100–150 participants meet here: children and young people between the ages of 10 and 18, but also volunteers over the age of 18 and four social educators who are employed here. Based on observation notes, photos, and interviews, and with a theoretical basis in sociocultural and new materialist perspectives, the role-play is illuminated as a kind of socio-materially entangled creature, a creature that is dynamically and creatively constituted by the participants through actions, artifacts, places, moods, and rule structures. The paper shows how the participants’ practices nourish, develop, and transform this entangled creature, defending it against dissolution or collapse. We zoom in on a specific thread of action: a group of players’ intensive endeavor which, over a period of two months, culminates in a risky shaman ritual with the purpose of evoking a specific character that has been absent for several years. This case makes visible how the role-play as creature is nourished and restrained by both play and pedagogy.
... Steneck (2006) considera que as práticas responsáveis de pesquisa fazem o elo entre ética e integridade. A respeito da definição de integridade acadêmica e científica, ver Mainardes (2023a (Stetsenko, 2017, três considerações podem ser apresentadas: a) a ética é um dos elementos estruturantes da pesquisa e, portanto, precisa ser colocada em primeiro plano; b) todas as pesquisas envolvem éticas (mesmo aquelas que não envolvem pessoas, de modo direto); e c) a ética está presente em todas as etapas da pesquisa (Brooks;Te Riele;Maguire, 2017): antes da elaboração do projeto, na seleção da área/tema de pesquisa, na elaboração do projeto, na coleta/produção de dados, na análise/interpretação de dados, na redação dos relatórios de pesquisa, na fase da devolutiva, nas publicações e no possível ativismo transformador 4 do pesquisador durante ou após a realização da pesquisa (Mainardes, 2022). 4 O posicionamento ativista transformador (PAT) foi proposto por Stetsenko (2017 "teoria" e "empiria". ...
... A respeito da definição de integridade acadêmica e científica, ver Mainardes (2023a (Stetsenko, 2017, três considerações podem ser apresentadas: a) a ética é um dos elementos estruturantes da pesquisa e, portanto, precisa ser colocada em primeiro plano; b) todas as pesquisas envolvem éticas (mesmo aquelas que não envolvem pessoas, de modo direto); e c) a ética está presente em todas as etapas da pesquisa (Brooks;Te Riele;Maguire, 2017): antes da elaboração do projeto, na seleção da área/tema de pesquisa, na elaboração do projeto, na coleta/produção de dados, na análise/interpretação de dados, na redação dos relatórios de pesquisa, na fase da devolutiva, nas publicações e no possível ativismo transformador 4 do pesquisador durante ou após a realização da pesquisa (Mainardes, 2022). 4 O posicionamento ativista transformador (PAT) foi proposto por Stetsenko (2017 "teoria" e "empiria". Para Bourdieu (1996, p. 21-22) Nunes (2023) (Nunes, 2017, p. 190 ...
A ética na formação de pesquisadores/as na Pós-Graduação em Educação: uma revisão sistemática Ethics in the training of researchers in Graduate studies in Education: a systematic review Ética en la formación de investigadores en el Postgrado en Educación: una revisión sistemática Resumo: Este artigo apresenta uma revisão sistemática de 18 trabalhos, em Língua Portuguesa, sobre a formação ética na Pós-Graduação em Educação. Os trabalhos incluídos na revisão foram classificados em seis categorias, as quais indicaram que tem aumentado o interesse pela temática, mas há ainda muitas demandas a serem atendidas na formação ética dos/as pesquisadores/ as. Argumenta-se em favor: da incorporação das questões relacionadas à integridade acadêmica e científica nas discussões de ética; da criação do Fórum de docentes e pesquisadores/as de ética e integridade em Ciências Humanas e Sociais (CHS); da oferta de uma disciplina interinstitucional; e do desenvolvimento de um projeto de formação orgânico e articulado, que envolva diferentes instâncias (órgãos governamentais, agências de fomento, Programas de Pós-Graduação em Educação, Grupos de Pesquisa, associações acadêmico-científicas). Palavras-chave: Ética em pesquisa; integridade; formação de pesquisadores/as.
... In Lia's story, activism generated praxis and awareness to her and the other families. Stetsenko (2017) proposes an approach to agency that she calls the transformative activist stance, based on the dialectical premises of Vygotsky's project and the broader foundations in Marxist philosophy: ...
... Both were concerned with serious local problems of hunger, health, housing, and education, and told us their stories of committed practices. From their narratives, I could perceive the transformation of these subjects into environmental agents, or transformative activists (Stetsenko, 2017). These aspects are now part of their personality and discourse, in a consideration of intense relation between human beings and nature: "Wow, what a context, what a contradiction! ...
This article addresses the issue of the production of space in rural and urban territories and the dialectical relation with agency and environmental activism. The data came from a collective ethnographic action research conducted at the Unified Educational Centre Uirapuru and its surroundings in the periphery of São Paulo in Brazil. In this article, I analyse the narratives which are part of interviews with a primary teacher and a community leader, one responsible for the Green Unified Educational Centre Project and the other for the vegetable garden of Vila Nova Esperança. Both subjects have become environmental agents or transformative activists. I inquire if this has to do with their memories of places and their importance of such memories for their praxis and personalities and asked about their rural past or another situation which may have produced their environmental awareness. Focusing on concepts such as production of space, place as a lived and felt space, and perezhivanie, I analyse the dynamics of transformations through these narrative interviews.
... Alle parter, herunder de udsatte borgere (som i den Foucault-inspirerede forskning italesaettes som 'målgruppen'), har i vores forståelse et handle-potentiale, omend nogle parter har større andel i rådigheden end andre. I vores forståelse af agens er der hertil altid et potentiale for transformativ kollektiv agens (Stetsenko, 2016). Gennem den form for anerkendelse som kan etableres gennem ansvarsfuld deltagelse i konkrete faellesskaber (Nissen, 2012, s. 198), kan man mobilisere og udvide de lokale beboeres ressourcer, så der samtidigt udvikles en bredt forgrenet social kontrol taetkoblet til den kollektive agens, der forstås som dobbelt, dvs. ...
Artiklen analyserer og diskuterer Hillerøds (SSP-)samarbejde som prototypisk forbillede på måder at praktisere helhedsorienteret forebyggelse, og på hvordan SSP kan udvikles til at blive mere lokalforankret, brobyggende og fællesskabende. Artiklen er resultat af et 5-årigt praksisforskningssamarbejde mellem forskere, praktikere og andre entreprenører fra Hillerød, der har været med til at fællesskabe en helt ny form for (SSP-)samarbejde, den såkaldte Hillerød-model, hvor SSP sættes i parentes. Artiklen er skrevet i et samarbejde mellem tre forskere og Hillerøds SSP-leder. Fremfor primært at fokusere på unges kriminalitet og problemer samarbejder SSP i Hillerød med andre parter om at skabe brobygning og netværk. Kapitlet undersøger, hvordan SSP i Hillerød både kan opretholdes som en legitim del af et kommunalt (SSP-)samarbejde og samtidig udføres som et brobyggende, netværksbaseret og lokalt alternativ til SSP, samskabt med andre aktører. Vi undersøger, hvordan man konkret arrangerer det forebyggende arbejde deltagelsesorienteret og lokalt i partnerskaber mellem (deltids)ansatte i kommunen, der samtidig også er lokale, aktive borgere som har et ”ben” i og på tværs af andre praksisser. Medarbejderne er med andre ord multipelt positionerede i og på tværs af forskellige fællesskaber, hvilket skaber muligheder for brobygning, gensidig tillid og forbindelser mellem forskellige praksisser. Gennem cases analyserer vi, hvordan man fra forskellige magtfulde positioner og lokalt i Skævinge, i Street-Lab og i et udsat boligområde ’Hillerød Øst’ er med til at anerkende, (re)producere og udvikle en særlig slags lokalkultur og transformativ kollektiv samskabelse, der også engagerer udsatte børn, unge og deres familier. Nøgleord: Fællesskabende praksis, brobygning, SSP-samarbejde, Samskabelse, counterhegemonisk alternativ, ressourceorienteret forebyggelse
... Accordingly, any objective reality that becomes the person's environment acquires its logic of organization as part of a cultural, collective activity that both aims at satisfying and generates some human need. Growing within specific cultures and participating in given social practices shapes who we are and how we relate to each other and to ourselves, but also opens up for ways of transforming those social practices and ourselves (Stetsenko 2017). ...
The available scientific evidence shows that, unless urgent and drastic action is taken, critical tipping points in the climate and the ecosystems that support human civilization may be crossed within our students’ lifetimes. In such a historical conjuncture, teaching and learning about sustainability can hardly be disentangled from affectivity and hope. What is our role as science educators when we teach about climate change at a time in which the window to a safe future is closing? What sort of dialogical spaces can we create that shall allow students to approach the climate crisis as a subject matter while preserving a sense of agency and hope? As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, in this study, we investigate whether and the ways in which upper secondary students position themselves as meaningful actors when considering social, scientific, and technological solutions to the climate change problem in the context of science education. Building upon critical and cultural-historical perspectives, we theorize affect as inherently related to the development of societal, collective motives, and to how these motives become instantiated, made relevant, and addressed in situated practical activity through narratives and discourses about the past, present, and future. Drawing on interviews with upper-secondary school students, our analyzes identify formal contradictions that emerge in the students’ narratives and how these relate to equally contradictory affective configurations of hoping and caring. A lack of concrete pathways and understanding of the political dimensions of the climate crisis seem key to a prevalent lack of agency and hope.
... This work aligns strongly with aspects within social practice theory where mediated actions within spaces help define an individual's identity (Cole & Engeström, 1997;Lave & Wenger, 1991;Vianna & Stetsenko, 2011). Similarly, Stetsenko (2017) developed the Transformative Action Stance, which aligns with CDP by emphasizing how participation in a digitally mediated space goes beyond mere contribution to actively shaping an individual's learning and self-understanding. Within CDP, McDaniel (2024) highlights the need for a broader engagement with the forms of digital literacy practices that BIPOC youth produce and consume. ...
#BookTok, the TikTok sub-community for readers, has reshaped publishing and digital reading trends where marginalized readers find space to promote diverse books and stories beyond mainstream norms. This paper explores how three international #BookTokers with diverse cultural and linguistic backgrounds have found community, identity, and activism within this space, highlighting #BookTok’s role in fostering inclusive and affirming literary communities amidst rising censorship challenges. This case study used thematic analysis to analyze participant interviews through open and axial coding to explore #BookTok engagement, framed through affinity spaces, transformative potential, and critical digital pedagogies. #BookTok fosters belonging by connecting readers through niche interests, with the algorithm curating content aligned with identities. Participants reported shifts in reading behaviors and identities, with multilingual users expanding language repertoires to access and engage with diverse, identity-affirming texts. Content creation deepened connections, enabling advocacy for equity and justice. #BookTok is experienced as an affirming community where diverse texts and content creation can foster critical connections and promote justice-oriented actions beyond personal enjoyment of reading.
... Des discussions collectives autour de moyens pour faire valoir la voix et les compétences des personnes réfugiées dans l'espace public et auprès des employeurs gagneraient à être un objet d'apprentissage dans les groupes d'intégration pour que des actions transformatrices puissent être initiées. En ce sens, devant ces enjeux d'inégalités, il serait pertinent, comme le suggère Stetsenko (2017), de voir comment la participation à l'activité de groupe d'intégration peut soutenir la transmission d'instruments permettant d'agir plus concrètement sur des enjeux sociaux comme la discrimination ethnoraciale à l'embauche qui est susceptible d'affecter négativement les personnes dans leur intégration. ...
Afin de faciliter leur intégration sociale et professionnelle, des personnes réfugiées invitées à participer à un groupe de counseling de carrière ont pris part à un projet de recherche visant à comprendre comment les instruments conceptuels transmis peuvent soutenir les apprentissages utiles à leur intégration et le développement du pouvoir d’agir individuel et collectif au cours de ce processus d’intégration. S’appuyant sur l’analyse thématique de journaux observation et d’entretiens collectifs et individuels, les résultats obtenus soutiennent la pertinence de l’accompagnement en groupe des personnes réfugiées. Cette modalité d’intervention a permis à la fois d’acquérir des instruments conceptuels favorisant leur intégration et de tisser des liens significatifs avec les autres personnes du groupe, qu’elles soient intervenantes ou participantes.
... Além disto, há uma série de questões de ética e integridade que vão muito além da aprovação ética 1 . Em virtude disto, argumentamos em favor da necessidade de: a) considerar a ética como um dos elementos estruturantes da pesquisa e que, portanto, precisa estar em "primeiro plano" (Stetsenko, 2017(Stetsenko, , 2021Mainardes, 2022); b) articular ética em pesquisa com integridade em pesquisa (Steneck, 2006;Muthanna;Chaaban;Qadhi, 2024;Mainardes, 2024); e c) fomentar a ética e integridade em instâncias variadas, a fim de configurar um "ecossistema de ética e integridade" (Mainardes, no prelo). ...
Apresentação da Seção Temática: Ética e integridade acadêmica e científica
... They explore how learning is experienced by diverse kinds of learners in diverse social settings, sites, times, and places, who learn in diverse ways that vary depending on the kinds of things they are learning. Similar preoccupations impelled the work of in the 1920s and his successors in various schools of thought in activity theory (e.g., Leontyev, 2009), cultural-historical activity theory (CHAT; e.g., Engeström, 2015), and other sociomaterial theories of learning (e.g., Fenwick & Nerland, 2014;Stetsenko, 2017. Bodies of work in workplace-based learning (e.g., Billett, 2002Billett, , 2020 have similar sensibilities about learning in everyday work and life. ...
... Leaderships' influence has been found to be essential, for instance, in the organizational learning climate (Vermeulen et al., 2022) and in constructing actor identities, positionings, and agency in development collaborations (Vedder-Weiss et al., 2020). Hence, leadership, with the support of teachers, mediates school development efforts and employee-driven innovation (Kesting & Parm Ulhøi, 2010), often gained through teachers' transformative agency (Reinius et al., 2022;Stetsenko, 2017), which is critical for the successful pursuit of educational innovations. Transformative professional agency, realized in teachers' innovative professional activity, entails participation in improving collective rather than merely personal practices, and, therefore, it is highly dependent on organizational support (Kesting & Parm Ulhøi, 2010;Reinius et al., 2022). ...
... The theory of "imageless thought" proposed by the Gestalt psychology school (Feest, 2021), William James's theory of peripheral emotions (Barrett, 2017), and John Dewey's views on experience and reason (Alexander, 2013), all emphasize the importance of bodily experience in cognition. At the same time, Piaget's genetic epistemology and Vygotsky's sociocultural theory of psychology emphasize the importance of the interaction between the cognitive subject and the environment (Stetsenko, 2017). ...
... According to Stetsenko (2019), it is time for us to take into deeper consideration the reflexive and critical dimension regarding the concept of agency when it comes to approaching sociopolitical, historical, ethical, and economic matters in present society. Aligned with the work by Stetsenko (2017Stetsenko ( , 2019, Tanzi Neto, Mazuchelli and Mota (2021) reiterate that radicality in relation to social transformation presupposes digging into the problem from its very core to confront the structural root of oppression and to provide possibilities of change that go beyond the status quo. ...
Issues of sustainability such as social equity, public health, renewable energy, resource conservation, and human induced climate change among others are under debate in many different academic and non-academic spheres. This paper addresses the agenda 2030 and emphases that sustainability can reproduce a universal template grounded in a western and neoliberal ideology. despite its limitations, it might provide a platform to meet current challenges across the world and a framework to talk across different geographies and disciplines. As far as language education is concerned, the sustainable agenda have been defended by many authors, particularly with emphasis on the diversity of languages. In attempt to promote reflections, the concept of radical transformation as a fundamental element to support translingual and decolonial education practices is raised. More specifically, the principles of translingual approach with an enactive?performative nature, with interesting possibilities for the realization of transdisciplinary and critical transformative educational practices are discussed. The paper ends by ended by offering some initial reflections on the novice effects of a neoliberal approach to sustainability and tried to offer some ground for us to challenge hegemonic views.
... The notion of empowering curricular spaces in my Swa-Twam-Tat inquiry is to explore the shift from a conventional and/or competency-based approach to collaborative learning spaces to empower curriculum spaces with transformative minds (Stetsenko, 2017). The empowering curricular spaces in my inquiry offered to explore a culturally relevant, learner-driven, and socially empowering curriculum for basic skills of the learners' experiences and identity formation (Freire, 1972;Luitel, 2018 Box 6: Multiple Viewpoints of STEAM Education education. ...
In this thesis, I report my Dharma and Karma of developing the vision for STEAM-based mathematics education in Nepal by subscribing to the Swa-Twam-Tat (meaning self-others-readers) inquiry. Guided by an overarching research question—in what ways do contextual and universal perspectives contribute to developing the vision of transformative STEAM-based mathematics education in Nepal? Furthermore, followed by four subsidiary research questions: (1) How are relations between the school and school community involved in developing an engaged pedagogical process in school mathematics? (2) how have mathematical curricular spaces been developed via the synergy of local and global knowledge for producing innovators? (3) in what ways have change-driven teacher professional development initiatives around school mathematics education been inclusive to both local and global perspectives? (4) how has the leadership development process (teachers as change agents) been in place in school mathematics education? For me, a Swa-Twam-Tat inquiry is a risk-taking opportunity as "I have grappled with challenges and explored borders while shaping my narrative as a self-narrator.” (Dahal, 2024a, p. 1030). My Swa-Twam-Tat inquiry is rooted in theoretical lenses of transformative learning theory (Mezirow, 1981, 1991, 2000), knowledge constitutive interests (Habermas, 1972), critical pedagogy (Freire, 1972), the Swaraj perspective (Gandhi, 1909), and participatory future studies (Ollenburg, 2019). These lenses help me interpret field texts and lived experiences of myself (Swa), research participants, a critical friend (Twam), and readers (Tat). Tat in my inquiry are teachers and educators, parents and community members, school administrators, students, educational researchers, policy makers wherein educators and, curriculum developers and industry professionals play a crucial role and professional development facilitators and community members play an important role in professional development initiatives in school mathematics.
The process of meaning-making is not confined to field texts and lived experiences. In my inquiry, the meaning-making process aligns with writing as/for a process of inquiry, constructed through interpreting the phenomenon under study and grounded in the philosophical foundations of post/axiological, post/ontological, and post/epistemological assumptions. The Gyāna Pranāli design space of Bāhuprasnavāda, Bāhurupavāda, Bāhuarthavāda, and Prājyanvāda, subscribing to Swa-Twam-Tat inquiry, foregrounds exploring the experiences of myself, four research participants, and a critical friend, thereby inviting the readers. Swa-Twam-Tat within the Gyāna Pranāli design space of Bāhuprasnavāda, Bāhurupavāda, Bāhuarthavāda, and Prājyanvāda offered me the foundations to envision STEAM-based mathematics education in Nepal. The methodological approaches of this inquiry were reflected based on critical reflections among all participants within the iterative nature of reflexivity (Chang et al., 2013; Dahal & Luitel, 2023), grounded in different dimensions and rounds of meta-reflections of diaries, field notes, formal and informal discussions, vignettes, face-to-face discussions, pre- and post-dialogue, short conversations, and reflective writings.
I considered the Swa-Twam-Tat inquiry as a transformative process whereby researchers “create community, advance scholarship, and become empowered within a social context” (Chang et al., 2013, p. 36). These processes connected me to portray further the notion of transformative STEAM-based mathematics education in Nepal, intertwining new meanings and visions of STEAM-based mathematics education with a sense of self, experiences, and knowledge building, considering experiences as experts. In writing narratives as/for the process of inquiry, I have used dialectical, narrative, metaphorical, poetic, and visual logic and genres (Dahal & Luitel, 2022; Luitel, 2009) considered as a Vāda for meaning-making. Therefore, to generate meaning from the field text and the experiences of myself, my participants, and a critical friend and inviting the readers, I have employed writing as a method of inquiry in transformative, philosophical, artistic and performative ways (Dahal, 2024b) during envisioning STEAM-based mathematics education in/for Nepal in the areas of engaged educational processes, pedagogical processes, teacher professional development, and leadership development.
All of the above, in my inquiry, I portray my vision of STEAM-based mathematics education in the context of the relationship between school and school community, engaged pedagogical processes aimed at producing innovators, professional teacher development, leadership development (Van Der Westhuizen & Hewitt, 2021), and the synergy between local and global knowledge systems. In doing so, I investigated both contextual and universal perspectives. Aligned to the above areas of my inquiry, my vision for STEAM-based mathematics education encompasses a comprehensive approach that includes multidisciplinary, interdisciplinary, and transdisciplinary designs for learning and teaching. By integrating technology and incorporating problem- and inquiry-based cognitive activities, I aim to promote collaborative learning experiences. This vision also emphasizes a culturally relevant curriculum, continuous professional development for teachers, innovative assessment methods, community involvement in the learning process, and integration of various forms of art in mathematics teaching and learning. Further, my vision as a transformative STEAM educator is to create a learning environment for learners that fosters creativity, critical thinking, and problem-solving skills, integrating STEAM disciplines to provide a holistic learning experience for creativity and innovation. My efforts focus on bridging the gap between theory and practice, promoting interdisciplinary learning, and preparing students to tackle global challenges.
Arriving at this stage, this Swa-Twam-Tat inquiry illuminates my journey as a STEAM scholar, revealing the reflections and insights gained while envisioning STEAM-based mathematics education. This inquiry facilitates a deeper understanding of the phenomena and their potential actions and reactions (Smit & Fritz, 2008) of Swa-Twam-Tat inquiry. Thus, Swa-Twam-Tat inquiry strengthens the conceptual, philosophical, and etymological origins intersecting transformative journeys through various narratives of my meaningful journeys while envisioning STEAM-based mathematics education in/for Nepal.
... Even though teachers' perceptions are formed from past experiences, they can reflect teachers' future projections in their present work environment (see, e.g., Emirbayer & Mische, 1998;Priestley et al., 2013). In particular, the perspective of transformative professional agency highlights this future aspect and the intent to develop one's own work environment in addition to one's professional competencies (Oolbekkink-Marchand et al., 2017;Stetsenko, 2016). However, teachers' transformative professional agency depends on supportive factors, such as social affordances (Goller & Harteis, 2017;Vähäsantanen et al., 2019), organizational support (Reinius et al., 2022;Lockton & Fargason, 2019;Molla & Nolan, 2020), resources (Biesta & Tedder, 2007;Biesta et al., 2017), and an aligned vision (Hammerness, 2001;Luttenberg et al., 2013;Vennebo & Ottesen, 2015). ...
The dissertation increases understanding of teachers’ transformative professional agency and how teachers perceive their opportunities to participate in and contribute to school culture transformation. Prior research emphasizes teachers’ role in school culture transformation and highlights the importance of teachers’ professional agency in such transformation processes.
Teachers’ agentic opportunities to contribute to and participate in school culture transformation were examined in three original articles comprising this dissertation. The articles depict how the City of Helsinki Education Division’s digitalization program (2016-2019) succeeded in engaging teachers in school culture transformation. Study I analyzed the kinds of potential affordances that flexible learning spaces provided for teachers to transform their educational practices, how they reacted to the affordances, and how the diverse affordances impacted on their sense of agency. Study II examined the transformative professional agency and innovative professional activities of expert teachers. The study explored how teachers acted in their extended professional working environments, that is to say, in their own classrooms as well as at the school in general and at city-wide level, what kinds of innovative activities they introduced, and how their transformative professional agency was fostered. In Study III, teachers’ experienced opportunities to contribute to school culture transformation were examined. Furthermore, the study addressed the diverse kinds of organizational support that the teachers felt they needed.
The analysis revealed that teachers’ transformative professional agency involves proactive participation in innovative professional activities and school culture transformation. Diverse organizational structures and resources such as a formal developer role or support gained from school leaders or colleagues makes it possible for teachers to extend their agentic innovative professional activities from the classroom level to a school-wide level and even further to a city-wide level. In addition, teachers reacted to the potential affordances supporting their participation in development work and enabling professional innovations in diverse ways depending on their prior experiences and professional competences and networks. Furthermore, the analysis empirically traced teachers’ transformative professional agency in relation to micro-, meso-, and macro-level activities, thus providing a better understanding of how transformative professional agency can simultaneously be dependent on organizational support and collegial networks but also empower individuals to cross boundaries and experiment with novel ideas and practices.
... Individen triggas av någon sorts konflikt eller problem som den vill lösa. Individen har en intention och en vilja att påverka sitt liv framåt, att förändra det nuvarande till ett förväntat framtida läge, att utmana befintliga normer, strukturer eller praktiker (Stetsenko, 2017), en intention som syftar till att förändra sig själv, påverka sitt arbete, karriär eller villkoren i en situation och arbetskontext (Harteis & Goller, 2014;Hitlin & Elder Jr, 2006). Agency ses även som en dialektisk process där individen påverkas av den sociala kontexten och vice versa, där kontexten kan begränsa eller möjliggöra. ...
... Teachers must facilitate collaboration among students and teach the social skills necessary for successful teamwork. Stetsenko (2017) stated that the process of exploring innovation in education encourages the active participation of teachers and students in pedagogical approaches. Continuous development in professional innovation by individuals helps improve their skills, advance professional development, and shape their identity as potential innovators. ...
em>The 21st century is marked by significant changes in the world of education, especially in terms of technological advances, cultural changes, growing educational needs, and social changes. Therefore, teachers must take a more proactive role in shaping the future of education. The purpose of writing this article was to provide an overview for teachers who want to understand their role as agents of change, as well as concrete steps that can be taken in facing educational changes in changing education for a brighter future. The writing methodology used a qualitative research approach that involves literature analysis and an in-depth understanding of issues relevant to the role of teachers as agents of change in the 21st century. The role of teachers as agents of change was approaching change with an open attitude, mastery of educational technology, development of critical thinking skills, increased social and cultural engagement, a differentiated approach, lifelong learning, a role as a model, and the ability to create a responsive learning environment.</em
... Despite the importance of ethical approval, however, it seems relevant to highlight that research ethics goes beyond mere approval of a project by an ethics committee. From the 'ethico-onto-epistemological' perspective (Barad, 2007;Stetsenko, 2017), ethics is considered one of the structuring elements of research-it permeates all its phases, and every project involves ethical issues. Understanding research ethics as something broader than the ethical approval requires deep studies in ontology, epistemology and ethics as inseparable elements, and debates and papers discussing these issues. ...
Resaerch Ethcis in Brasil: developing strategies for promoting research
... As we harness enactivist philosophy to build technologies of mathematical entrainment, we must stand guard to vouchsafe humanity's historical capacity for practicing and transmitting down the generations our "many forms of knowledge (knowing how to live, knowing what to do, knowing how to think [savoir-vivre, savoir-faire, savoir-théorique])" (Stiegler 2010). Thus, witnessing the human species veer on climatic catastrophe, one might take pause to ponder whether educational designers are implicitly complicit to global determinantal trajectories; one might take initiative to consider how education might subvert the terminal juggernaut of extractive hedonistic consumption (Petitmengin 2021)how educating a youth who can critique and undo our praxis could serve as society's doomsday means of saving itself from itself (Stetsenko 2017). As such, school curriculum itself should be vigilantly questioned in dialogue with designers of tools that school systems may appreciate and adopt. ...
... In line with Decree 175/2022, Stetsenko (2017) argues that the 'task of education is to work on developing students' own agency as actors of social transformation by providing them with access to the tools that afford such agency' (p. 347). ...
The LOMLOE (2020) and Decree 175/2022 establish the foundation for a competency-based approach that enhances the quality of learning in Catalonia. However, materializing such an approach in the additional language classroom can be challenging when theoretical concepts are to be concretized into tangible pedagogical actions. In view of this challenge, this study aims to design an agency and competency-based communicative pedagogical approach. This approach would be founded on the legal framework above and complemented by an agency-based conceptual framework and its accompanying pedagogical principles. The implementation and effects of the suggested approach is analyzed so as to understand how it promotes learners’ use of the additional language that is, in turn, driven through agency. A sociocultural psychology research methodology has been chosen and involves twenty students in compulsory secondary education in their fourth year in a school in Barcelona. For this study, interviews have been conducted and recordings have been taken based on virtual interactions. The interviews that focus on students’ perceptions of the pedagogical approach and how they felt during its implementation are examined through content analysis. The recordings from the students’ virtual interactions are analyzed for agentive behavior through agency-based classroom discourse analysis. The findings indicate that there are two main reasons as to why the new approach promotes agentive use of the additional language: a co-constructed trustful learning environment (Johnson & Golombek, 2016) and reflective action-oriented learning (Esteve, Fernández, Martín-Peris, & Atienza, 2017).
... If agency is not a question of what or who has it in a simplified binary manner, but also a question of when in the research process, decisions must be made regarding when design agency can be distributed in diverse ways among participants at various stages of the research process. However, the design in equitable educational design for emergent learning is manifested through participants' critical design agency; a transformative agency (Stetsenko, 2016) that implies shifting from a reliance on interventionist approaches towards more accepting and strategic attitudes to emergent and dialogic approaches to the research process. ...
Educational design research (EDR) seeks to concurrently advance theory and generate useful design knowledge for practitioners. EDR is commonly led by educational researchers who provide rigour and theoretical grounding to research (Dunn et al., 2019). Systematic reflection by an experienced researcher, whether on theory-informed interventions in EDR (Plomp, 2007), or on practice-informed theory (Bakker, 2018) can yield actionable knowledge in the form of design principles. However, participatory research approaches which claim objectivity and equity risk perpetuating privileged positions of power (Bang & Vossoughi, 2016) which may limit equitable stakeholder design agency (Sannino, Engeström, & Lemos, 2016; Virkkunen, Vilela, Querol, & Lopes, 2014). The aim of this methodological paper is to explore design agency in equitable participatory research for the creation of design principles. The paper explores emergent learning in two distinct educational settings-early childhood education in Denmark, and higher education in Australia. First, examination of research approaches in preschools are discussed, reporting on a project where children, researchers, and preschool teachers codesign for playful and explorative learning computational thinking. This is followed by examination of a relational research approach taken to generate design principles for an interdisciplinary university course. The paper proposes that in both research contexts, enabling equitable design agency with forms of dialogic approaches may benefit EDR, but requires reconsideration of how design principles for emergent learning are created and validated, and offers suggestions for retaining rigour while being more inclusive of participants throughout the research processes. Extended summary This paper explores design agency in equitable participatory research for the creation of design principles. Emergent learning in two disparate contexts-early childhood education in Denmark and interdisciplinary teaching and learning in higher education in Australia-form the empirical basis of this endeavour.
At present, in music education scholarship, there is a renewed interest and enthusiasm in materiality motivated by theories that gather under the title of ‘New Materialism’. Beyond the field of music education, doubts and reservations towards new materialism are being discussed, but these discussions are not yet entering music education debates. There are reservations concerning the lack of continuity with ‘old’ materialisms, some internal inconsistencies within the theories, problems that arise when new materialist concepts of agency and decentring are applied, and propositions that new materialism is not emancipatory, as claimed, but represents a further twist of Neoliberalism.
This paper explores the concept of agency for social transformation and its mobilization through a participatory action research project developed with students from the Faculty of Philosophy and Letters at Universidad Autónoma de Madrid in Spain. The research, which was longitudinal and employed ethnographic and participatory approaches, was based on critical pedagogy to raise awareness about the role of language in reproducing social inequalities. The students who participated mobilized agency through projects that addressed the lack of social recognition and unequal access to resources and rights due to linguistic hierarchies, intercultural differences, and discrimination. These efforts culminated in the students/researchers’ effective implementation of concrete actions to address these inequalities, including doing posters, workshops, support programs, discussion groups, and proposals for public institutions. In this article, we identify key factors that enabled students/researchers to develop concrete transformative actions to tackle sociolinguistic inequalities, such as students’ social positioning, available resources, the scaffolding provided by the researchers/facilitators, and the crucial role of accompaniment. These dynamics co-constructed three dimensions of agency—reflexive, critical, and distributed—whose interweaving defines this agency as transformative. Finally, we examine the project’s impact, both on a personal and collective level for the students/researchers and researchers/facilitators, as well as its effects on the contexts where the various actions were implemented.
Este artigo tem como objetivo compreender o sentido e o significado que uma professora do 4º ano, do ensino fundamental I de uma escola municipal em uma cidade do estado de São Paulo atribui à situação de exclusão-inclusão social-escolar (Fidalgo, 2006, 2018; Fidalgo & Magalhães, 2017) de alunos migrantes bolivianos em contextos educacionais. O foco está em uma professora e em seu trabalho desenvolvido. Para isso, utilizaremos a Pesquisa Crítica de Colaboração - PCCol (Magalhães, [1996] 2006a, 2010, 2014, 2017, 2018, 2019), como metodologia deste estudo, pois a partir dessa metodologia compreendemos os participantes de uma pesquisa como colaboradores críticos que, contribuem para a transformação de seu contexto e para o debate sobre o processo educacional de alunos migrantes. Nessa direção, este estudo está embasado na Teoria Histórico-Cultural [social] de Vygotsky ([1924] 1997; [1934] 2009; [1932] 1982-1984), por meio dos conceitos de sentido e significado que são construídos coletivamente no ambiente escolar e que nos permite olhar e analisar como os envolvidos se vêem, analisam seus papéis e os dos outros, assim como seus processos de exclusão-inclusão. Os dados foram produzidos, a partir de entrevistas; narrativas visuais (desenho); e sessões reflexivas. Os resultados demonstram que ocorreu uma ressignificação no olhar dos participantes por meio do trabalho em colaboração crítica durante o processo. Palavras-chave: Migrantes Bolivianos, PCCol, Teoria Histórico-Cultural e Social.
In this article, we describe a year‐long superhero storytelling project we facilitated with youth in a midwestern middle school. In this project, students read Miles Morales: The Ultimate Spiderman , designed superhero stories set in their community, and presented artistic representations of their stories to their families and peers. We present three episodes of mobile storytelling from this project, focusing on Aidan, one of eighteen youth participants. Using tools from theories of transliteracies and critical imagination, we illustrate how Aidan's embodied movement and play constituted critically literate acts. A transliteracies lens oriented toward critical imagination reveals how Aidan fluidly moved between fictional and real worlds to reimagine his experienced realities. These findings indicate a need to expand what counts as literate activity in schools.
Vygotsky’s approach to the problem of method in face of the crisis in psychology is actual today as was in his time and contributes to the debates concerning the formation of psychology as a mature science. Despite undergoing different stages of development, Vygotsky’s method and theory form a totality that facilitates understanding each of its stages as much as its different constituents. The thread that constitutes this unity in diversity is the concept of ‘consciousness’. In this article, this thesis will be substantiated through an analysis of Vygotsky’s discussions on method, on consciousness as the subject-matter of the science of psychol-ogy, and on his approach to the education of children with disabilities. Vygotsky’s theory is based on a transformative praxis that aims for the constitution of independent consciousness.
Anak berkebutuhan khusus menghadapi tantangan dalam pembelajaran Bahasa Inggris, terutama dalam penguasaan kosakata. Program Pengabdian Kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kemampuan kosakata siswa di Sekolah Luar Biasa Pontianak dengan menggunakan media flashcard. Pendekatan ini dirancang untuk memberikan pembelajaran yang menarik dan sesuai dengan kebutuhan siswa. Kegiatan dilaksanakan melalui tiga tahapan utama: persiapan, pelaksanaan, dan evaluasi. Persiapan mencakup penyusunan flashcard interaktif yang disesuaikan dengan kemampuan siswa. Tahap pelaksanaan melibatkan aktivitas pembelajaran berbasis visual dan audio untuk meningkatkan comprehension, spelling, meaning, dan pronunciation. Evaluasi dilakukan dengan mengukur kemajuan siswa melalui tes kosakata dan observasi langsung. Hasil menunjukkan peningkatan pemahaman kosakata siswa dari 58% sebelum kegiatan menjadi 83% setelah kegiatan. Media flashcard juga meningkatkan antusiasme dan partisipasi siswa selama proses pembelajaran. Umpan balik dari guru menyatakan bahwa media ini membantu siswa memahami materi dengan lebih baik. Kesimpulannya, program ini menunjukkan bahwa media flashcard merupakan solusi efektif untuk mendukung pembelajaran inklusif, terutama bagi anak berkebutuhan khusus.
Psychologists and representatives of neighboring disciplines are key actors within welfare systems which support the rehabilitation of people suffering from psychological strains, one of the central public health challenges of the 21st century. In Work, Mental Health, and Rehabilitation. Going Beyond the Reductionism in Neoliberal, Postmodern, and Social Democratic Aaccounts: A Critical Psychology Perspective, the last chapter of this volume, Till Manderbach and Leonie Knebel reflect on the role of their research field as it aims to reduce costs for the social security system while, at the same time, claiming to serve the patients well-being. They start with an outline of a critical-psychological understanding of work in context of fundamental human needs as discussed by Holzkamp-Osterkamp (1976), Haug (1977), and Holzkamp (1983). They then theorize three clusters of positions toward work and mental health— neoliberal, postmodern-critical, and social democratic—in terms of interests they involve, basic assumptions, and practical implications. They end their chapter with research examples from Cultural-Historical Activity Theory and Critical Psychology. Situating this research in a productive dialogue with approaches in a, broadly defined, social democratic tradition, they argue, can be a point of departure for future research that aims to shift the emphasis in public health from corporate to employee interests.
This book discusses transformative approaches to psychology, social work, and education. Addressing these disciplines’ entanglements with oppressive structures, the contributors aim to reconcile individual support with social justice. In current times of accelerating crises, professionals often see only few opportunities to influence the conditions of their work. Thinking and acting beyond adaptation, authors from seven countries provide inspiration for researchers, practitioners, and students who want to be more than brokers of a broken system.
Cultural-Historical Theory is a powerful framework that can depict the dynamic of individual minds in society. Building on this, Critical Psychology has formulated an elaborate theory of human agency. Linking individual and social change needs such theorizing. This volume is a rare intellectual exchange by scholars drawing on these traditions. An alternative to both control science and abstract criticism, it inquires the capacity to act.
The editors took part in organizing the Summer School Critical Psychology in Berlin, which inspired this volume.
Fernanda Liberali's chapter, *Curriculum De-encapsulation as a Decolonial Instrument to Develop Good Living in Brazil*, explores how decolonial perspectives can challenge traditional educational practices and promote equitable societal transformations. Drawing on Cultural-Historical Activity Theory and frameworks like Santos' "ecology of knowledges" and Mbembe's "necropolitics," the chapter presents action research projects that integrate university, school, and community partnerships. These initiatives aim to dismantle oppressive values, foster critical dialogue, and empower participants as co-creators of societal dynamics.
Liberali highlights the potential of education to support the "good living perspective," which emphasizes fairness, independence, and ecological and social balance. By employing creative and insurgent methods, such as poetry slams, the projects demonstrate how participants can address shared challenges and develop a sense of agency. This approach underscores the role of education in cultivating transformative practices that align with ethical and moral imperatives for societal change.
L’article rend compte d’un processus de développement de l’activité d’enseignement d’enseignants débutants (ED) en Éducation Physique et Sportive (EPS) au sein d’un dispositif de formation initiale. Le scénario de formation déployé au sein de ce dispositif s’appuie sur le constat d’une difficulté des enseignants débutants à réguler l’activité d’apprentissage des élèves. S’appuyant sur les principes méthodologiques des laboratoires du changement, il vise à instrumenter les ED pour l’analyse et la re-conception de leur activité de lecture des situations didactiques dans lesquelles les élèves déploient des processus d’apprentissage.En documentant les actions d’agentivité transformative mobilisées par les ED, l’étude reconstitue la trajectoire de développement de l’activité d’enseignement de Romain. Celle-ci est soutenue par les analyses et débats menés avec les autres membres du collectif de formation et par les apports des intervenants-chercheurs. Les résultats montrent le déploiement, tout au long du dispositif, des actions d’agentivité transformative comme moteurs du développement de la lecture didactique de situations d’apprentissage.
Embodied collaborative learning, intertwining verbal and physical behaviors, is an intricate learning process demanding a multifaceted approach for comprehensive understanding. Prior studies in this field have often neglected the temporal dynamics and the interplay between verbal and bodily behaviors in collaborative learning settings. This study bridges this gap by employing an integrative approach combining social constructivism, situated cognition, and embodied cognition theories through multimodal learning analytics (MMLA) to dissect the temporal dynamics of embodied collaborative learning in a simulated clinical setting. The study operationalized the linguistic, contextual, and bodily elements of each theoretical perspective, focusing on analyzing the verbal communication, spatial behavior, and physiological responses of 56 students across 14 sessions. These multimodal data were analyzed using correlation analysis and epistemic network analysis. The results illustrated the interconnected nature of students’ verbal communication and spatial behaviors during collaborative learning and demonstrated that an MMLA approach could effectively capture the temporal dynamics of these behaviors across different learning phases. The study also identified significant differences in the behaviors of efficient and inefficient teams and between satisfied and dissatisfied students, primarily linked to spatial behaviors. These insights underline the utility of MMLA in providing a nuanced understanding of collaborative learning behavior from an integrated theoretical perspective, with implications for learning design and the development of reflection and in-the-moment analytics. This study sets the stage for further exploration of the multifaceted dynamics of collaborative learning, underscoring the value of a multimodal approach to learning analytics and educational research.
This thesis uses an emergent design employing a mixture of conventional and non-conventional methods to examine metacognition from within the context of North West Tasmanian senior secondary schools, between the years 2017 to 2021.
Tasmania, and North West Tasmania in particular, is an area where student outcomes have been an issue of concern for numerous years due to their low performance relative to other states in Australia, and a considerable body of research supports the importance of metacognition for learning and academic success.
The initial research methods employed three cycles of conventional research in a PAR paradigm, with students and teachers being surveyed and interviewed. This was followed by a professional learning cycle which offered a workshop for teachers around best pedagogical practices for metacognitive development, including self-video analyses with the use of an observation tool, and lastly an additional interview session with two participating teachers.
Conventional data analysis applied the theoretical frameworks of Shraw and Moshman’s Metacognitive Development Theory, Vygotsky’s Sociocultural Learning Theory, and Bronfenbrenner’s Ecological Systems Theory. This was then ‘diffracted’ using Karen Barad’s theory of Agential Realism, whereby the notion of ‘data’ was reconceptualised to include the research process itself, in which the researcher, ways of knowing and what is known are entangled.
Conventional reading of the data identified that negative influences on metacognitive development among the participant cohort included mental health issues, student motivation and agency. This analysis also found that the data supported the value of teacher training in the area of metacognition and teaching for metacognitive development. The conventional was then re-viewed with/through a non-conventional, post-human, agential realist lens, which saw metacognition as an entangled phenomenon within which the intra-actions of relata may help or hinder metacognitive development. According to the diffractive analysis, mental health issues and motivation-agency, identified in the conventional analysis, can be seen to produce patterns which can be read as diffractions in metacognitive development.
This thesis contributes to the field of metacognitive research through both its conventional and post-conventional data analyses; with the conventional data analysis identifying the factors of mental health issues and motivation-agency as having an influence on students’ learning and metacognitive development in North West Tasmanian senior secondary schools. The agential realist reading of the data suggested that these factors (mental health and motivation/agency) may also be considered as relata-with/in-metacognitive phenomena and proposes that metacognition be considered as a co-creation of entangled phenomena in which student, teacher and all other material and non-material relata are ontologically inseparable. Metacognition is widely viewed as being influenced by a multitude of factors, and an agential realist framework emphasises the intra-relatedness, or ‘intra-action’, of all things, and the effects of these intra-actions on enacting particular materialisations. As applied to metacognition, it encourages educators to be attentive to their words and actions as boundary-making processes that make a difference in the differential mattering of the world (Barad, 2007). Through these causal intra-actions, teachers themselves contribute to bringing-into-being students’ metacognition and learning.
Esta tese destaca os impactos transformadores do Projeto Brincadas/2023, cujo foco foi desenvolver os Coletivos de Investigação e Ação (COLINA) para lidar com vulnerabilidades agravadas e/ou resultantes de emergências climáticas ou ambientais no estado de São Paulo/Brasil. Ademais, descortina as ferramentas potencializadoras para combater injustiças e opressões. Centrais para este estudo foram duas questões: Quais foram os impactos transformadores e engajados do primeiro ano do Projeto Brincadas com os COLINA?; Quais foram as ferramentas utilizadas para tornar o Projeto Brincadas transformador e engajado?
This thesis highlights the transformative impacts of the Brincadas Project/2023, which focused on developing the Collectives for Investigation and Action (COLINA) to address vulnerabilities worsened and/or resulting from climatic or environmental emergencies in the State of São Paulo, Brazil. Furthermore, it unveils empowering tools to fight injustices and oppression. Central to this study are two questions: What are the transformative and engaged impacts of the first year of the Brincadas Project with COLINA? What tools were used to make the Brincadas Project a transformative and engaged initiative?
This special issue of the Australian and International Journal of Rural Education explores school-community relationships from a diversity perspective. The contributions originated in presentations delivered as part of the European Educational Research Association’s Network 14 sessions at the annual European Conference in Educational Research in August 2023. The papers present perspectives from a wide range of contexts: from Asia and Australia to Europe and South America.
This chapter uses the lens of the Ecological University to rethink the role of education (Barnett, 2013), and what this may mean for the future of university and its leadership, through a case study of innovative change at a joint venture university within China. Through a case study of a transformative approach to what an ecological university could be, and the role of the newly created position of Chief Officer of Ecology, the chapter analyses the curriculum, pedagogy and research activities of the university, and the changes that are being processed to make it ‘future-ready'. It asks the university (staff and students) to adopt an ecological mindset and perspective, and to engage in a continuous process of reflection, negotiation, and innovation. The chapter concludes by arguing that the education ecology of university provides a valuable framework for rethinking the role and function of the university in the 21st century, and especially its leadership, and for promoting a more inclusive and democratic academic culture, and sustainable future for higher education going forward.
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