Whose development? Salvaging the concept of development within asociocultural approach to education

Educational Theory

Volumn 57, Issue 4, 2007, Pages 403-421

  Matusov, Eugene ^a   DePalma, Renée ^b   Drye, Stephanie ^a  

^a UNIVERSITY OF DELAWARE   (United States)

^b UNIVERSITY OF SUNDERLAND   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38949132835     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2007.00265.x     Document Type: Article

References (96)

1. See, for example, Jean Piaget and David Elkind, Six Psychological Studies (New York: Vintage Books, 1968);
2. Lawrence Kohlberg and Robert A. Ryncarz, "Beyond Justice Reasoning: Moral Development and Consideration of a Seventh Stage," in Higher Stages of Human Development, ed. Charles Nathaniel Alexander and Ellen J. Langer (New York: Oxford University Press, 1990);
3. Erik H. Erikson, Identity: Youth and Crisis (New York: W.W. Norton, 1994);
4. Beverly Daniel Tatum, "Talking About Race, Learning About Racism: The Application of Racial Identity Development Theory in the Classroom," Harvard Education Review 62, no. 1 (1992): 1-24;
5. and James M. O'Neil, Jean Egan, Steven V. Owen, and Velma M. Murry, "The Gender Role Journey Measure: Scale Development and Psychometric Evaluation," Sex Roles 28, no. 3/4 (1993): 167-185.
6. See, for example, Britta Davis Dinsmore and Brent Mallinckrodt, "Emotional Self-Awareness, Eating Disorders, and Racial Identity Attitudes in African American Women," Journal of Multicultural Counseling and Development 24, no. 4 (1996): 267-277;
7. Jill McLean Taylor, Carol Gilligan, and Amy M. Sullivan, Between Voice and Silence: Women and Girls, Race and Relationship (Cambridge, Massachusetts: Harvard University Press, 1995);
8. Janet E. Helms, "Toward a Model of White Racial Identity Development," in Black and White Racial Identity, ed. Janet E. Helms (New York: Greenwood Press, 1993);
9. and Y. Barry Chung and Motoni Katayama, "Ethnic and Sexual Identity Development of Asian-American Gay and Lesbian Adolescents," Professional School Counseling 1, no. 2 (1998): 21-24.
10. Valerie Walkerdine, "Beyond Developmentalism?" Theory and Psychology 3, no. 4 (1993): 451-469;
11. Jay L. Lemke, Textual Politics: Discourse and Social Dynamics (Critical Perspectives on Literacy and Education) (London: Taylor and Francis, 1995);
12. Eugene Matusov, "When Solo Activity Is Not Privileged: Participation and Internalization Models of Development," Human Development 41, no. 5-6 (1998): 326-349;
13. Jaan Valsiner, Child Development Within Culturally Structured Environments, Volume 3: Comparative-Cultural and Constructivist Perspectives (Norwood, New Jersey: Ablex, 1995);
14. and Ben S. Bradley, "Introduction: The Future of Developmental Theory" Theory and Psychology 3, no. 4 (1993): 403-414.
15. Michael Cole, Cultural Psychology: A Once and Future Discipline (Cambridge, Massachusetts: Harvard University Press, 1996);
16. Shirley B. Heath, Ways with Words: Language, Life, and Work in Communities and Classrooms (Cambridge: Cambridge University Press, 1983);
17. Jean Lave and Etienne Wenger, Situated Learning: Legitimate Peripheral Participation (Learning in Doing) (Cambridge: Cambridge University Press, 1991);
18. Barbara Rogoff, Apprenticeship in Thinking: Cognitive Development in Social Context (New York: Oxford University Press, 1990);
19. Barbara Rogoff, The Cultural Nature of Human Development (New York: Oxford University Press, 2003);
20. Jaan Valsiner, Culture and the Development of Children's Action: A Theory of Human Development, 2d ed. (New York: John Wiley and Sons, 1997);
21. Hervé Varenne and Ray P. McDermott, Successful Failure: The School America Builds (Boulder, Colorado: Westview Press, 1998);
22. Etienne Wenger, Communities of Practice: Learning, Meaning, and Identity (Learning in Doing) (Cambridge: Cambridge University Press, 1998);
23. and James V. Wertsch, Mind as Action (New York: Oxford University Press, 1998).
24. See Enrico Coen, "Goethe and the ABC Model of Flower Development," Life Sciences 324 (2001);
25. and Frank Elwell, "The Sociology of Karl Marx," http://www.faculty.rsu.edu/;felwell/Theorists/Marx/index.htm.
26. Rudolf Kippenhahn and Alfred Weigert, Stellar Structure and Evolution (Berlin, Germany, and New York: Springer-Verlag, 1990).
27. Walkerdine, "Beyond Developmentalism?"
28. Bradley, "Introduction: The Future of Developmental Theory."
29. Lev S. Vygotsky, Alexander R. Luria, Victor I. Golod, and Jane Elizabeth Knox, Studies on the History of Behavior: Ape, Primitive, and Child (Hillsdale, New Jersey: Lawrence Erlbaum, 1993).
30. No Child Left Behind Act of 2001, Public Law 107-110 (HR1), 107th Congress (January 8, 2002), http://www.ed.gov/policy/elsec/leg/esea02/index. html.
31. For this exchange, see Malcolm Gladwell, "Making the Grade," New Yorker, September 15, 2003;
32. and Rod Paige, "Left Behind," New Yorker, October 6, 2003.
33. William Huitt and John Hummel, "An Introduction to Operant (Instrumental) Conditioning," Valdosta State University, http://chiron.valdosta.edu/whuitt/col/behsys/operant.html.
34. D.C. Phillips, "The Good, the Bad, and the Ugly: The Many Faces of Constructivism," Educational Researcher 24, no. 7 (1995): 5-12.
35. International Reading Association and National Association for the Education of Young Children, Learning to Read and Write: Developmentally Appropriate Practices for Young Children (Newark, Delaware: International Reading Association, 1998).
36. Piaget and Elkind, Six Psychological Studies.
37. Lev S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes (Cambridge, Massachusetts: Harvard University Press, 1978).
38. Rogoff, Apprenticeship in Thinking; and Renée van der Veer and Jaan Valsiner, Understanding Vygotsky: A Quest for Synthesis (Oxford: Blackwell, 1991).
39. See, for example, Vygotsky, Mind in Society; and Donald P. Kauchak and Paul D. Eggen, Learning and Teaching: Research-Based Methods, 4th ed. (Boston: Allyn and Bacon, 2003).
40. For an alternative approach to Vygotsky's work, see Eugene Matusov, "Vygotsky's Theory of Human Development and New Approaches to Education," in International Encyclopedia of the Social and Behavioral Sciences, ed. Neil J. Smelser and Paul B. Baltes (Oxford: Elsevier Science, 2001).
41. For a discussion of these processes, see Kauchak and Eggen, Learning and Teaching; and Gary D. Borich, Effective Teaching Methods, 4th ed. (Upper Saddle River, New Jersey: Merrill, 2000).
42. Renaissance Learning, "Using Star Early Literacy Scores to Match Books to Early Readers," http://www.renlearn.com/support/ SELtoMatchBooksToEarlyReaders101.pdf.
43. Roland G. Tharp and Ronald Gallimore, Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context (Cambridge: Cambridge University Press, 1988).
44. See, for example, Kaplan Early Learning Company, "Curriculum and Assessment," http://www.kaplanco.com/curriculum/assessment.asp.
45. For further discussion of this point, see Eugene Matusov and Renée Hayes, "Sociocultural Critique of Piaget and Vygotsky," New Directions in Psychology 18, no. 2-3 (2000): 215-239.
46. Don E. Hamachek, Psychology in Teaching, Learning, and Growth, 4th ed. (Boston: Allyn and Bacon, 1990), 468.
47. Matusov and Hayes, "Sociocultural Critique of Piaget and Vygotsky."
48. Piaget and Elkind, Six Psychological Studies.
49. Jean Piaget, Biology and Knowledge: An Essay on the Relations Between Organic Regulations and Cognitive Processes (Chicago: University of Chicago Press, 1971), 152.
50. See Vygotsky, Mind in Society.
51. Alan Fogel, Developing Through Relationships: Origins of Communication, Self, and Culture (Chicago: University of Chicago Press, 1993);
52. Lemke, Textual Politics; and Esther Thelen and Linda B. Smith, A Dynamic Systems Approach to the Development of Cognition and Action (Cambridge, Massachusetts: MIT Press, 1994).
53. Such a focus is exemplified in Philip W. Jackson's Life in Classrooms (New York: Holt Rinehart and Winston, 1968).
54. Penelope Eckert, Jocks and Burnouts: Social Categories and Identity in the High School (New York: Teachers College Press, 1989).
55. Robert H. Bradley and Robert F. Corwyn, "Socioeconomic Status and Child Development," Annual Review of Psychology 53 (2002): 371-399.
56. Sandraluz Lara-Cinisomo, Anne R. Pebley, Mary E. Vaiana, and Elizabeth Maggio, Are L.A.'s Children Ready for School? (Santa Monica, California: Rand Corporation, 2004).
57. Except in the case of "Eugene Matusov," pseudonyms have been used for the teachers, university students, and children described in this case study.
58. David Wood, Jerome S. Bruner, and Gail Ross, "The Role of Tutoring in Problem Solving," Journal of Child Psychology and Psychiatry 17 (1976): 89-100.
59. Jackson, Life in Classrooms.
60. Dalun Zhang and Antonis Katsiyannis, "Minority Representation in Special Education: A Persistent Challenge," Remedial and Special Education 23, no. 3 (2002): 180-187.
61. Kathy-Anne Jordan, "Constructions of Difference and Black Overrepresentation in Special Education" (paper presented at the Twelfth International Conference on Learning, Granada, Spain, July 2005).
62. John L. Hosp and Daniel J. Reschly, "Predictors of Restrictiveness of Placement for African-American and Caucasian Students," Exceptional Children 68, no. 2 (2001): 225-238.
63. Ray P. McDermott, "The Acquisition of a Child by a Learning Disability," in Understanding Practice: Perspectives on Activity and Context, ed. Seth Chaiklin and Jean Lave (New York: Cambridge University Press, 1993).
64. Mikhail M. Bakhtin, Dialogic Imagination: Four Essays by M.M. Bakhtin, ed. Michael Holquist, trans. Caryl Emerson andMichael Holquist (Austin: University of Texas Press, 1991).
65. Eugene Matusov, Nancy Bell, and Barbara Rogoff, "Schooling as Cultural Process: Shared Thinking and Guidance by Children from Schools Differing in Collaborative Practices," in Advances in Child Development and Behavior, ed. Robert Kail and Hayne W. Reese (New York: Academic Press, 2002).
66. Barbara Rogoff, Carolyn Goodman Turkanis, and Leslee Bartlett, eds., Learning Together: Children and Adults in a School Community (New York: Oxford University Press, 2001);
67. and Donald MacLeod, '"Well Done, Mate': Academics Are Fascinated by a School Where Pupils Monitor One Another's Learning," The Guardian, February 22, 2005.
68. Varenne andMcDermott, Successful Failure.
69. James V. Wertsch, Gillian D. McNamee, Joan B. McLane, and Nancy A. Budwig, "The Adult-Child Dyad as a Problem-Solving System," Child Development 51 (1980): 1215-1221.
70. Alexander M. Sidorkin, Learning Relations: Impure Education, Deschooled Schools, and Dialogue with Evil (New York: Peter Lang, 2002);
71. David F. Labaree, "On the Nature of Teaching and Teacher Education: Difficult Practices That Look Easy," Journal of Teacher Education 51, no. 3 (2000): 228-233;
72. and Andy Hargreaves and Dean Fink, "Sustaining Leadership," Phi Delta Kappan 84, no. 9 (2003): 693-700.
73. Michael Cole and Sheila Cole, The Development of Children, 2d ed. (New York: Scientific American Books, 1993);
74. and Samuel S. Wineburg, "The Self-Fulfillment of the Self-Fulfilling Prophecy," Educational Researcher 16, no. 9 (1987): 28-36.
75. Lemke, Textual Politics; and Robert Rosenthal and Lenore Jacobsen, Pygmalion in the Classroom: Teacher Expectations and Pupils' Intellectual Development (New York: Holt, Rinehart and Winston, 1969).
76. Matusov, Bell, and Rogoff, "Schooling as Cultural Process: Shared Thinking and Guidance by Children from Schools Differing in Collaborative Practices." 51. James Paul Gee, Social Linguistics and Literacies: Ideology in Discourses, 2d ed. (London: Taylor and Francis, 1996).
77. Wenger, Communities of Practice.
78. McDermott, "The Acquisition of a Child by a Learning Disability."
79. See Hugh Mehan, "Beneath the Skin and Between the Ears: A Case Study of the Politics of Representation," in Understanding Practice: Perspectives on Activity and Context, ed. Seth Chaiklin and Jean Lave (New York: Cambridge University Press, 1993);
80. and Hugh Mehan, Alma Hertweck, and J. Lee Meihls, Handicapping the Handicapped: Decision Making in Students' Educational Careers (Stanford, California: Stanford University Press, 1986).
81. Stephen Jay Gould, The Mismeasure of Man, rev. ed. (New York: Norton, 1996).
82. For discussions of schools reproducing the status quo, see Samuel Bowles and Herbert Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (New York: Basic Books, 1976);
83. and Paul E. Willis, Learning to Labor: How Working Class Kids Get Working Class Jobs (New York: Columbia University Press, 1981).
84. For a discussion of the frame "culture as disability," see Ray P. McDermott and Hervé Varenne, "Culture as Disability," Anthropology and Education Quarterly 26, no. 3 (1995).
85. For a discussion of social constructionism, see Kenneth J. Gergen, Social Construction in Context (London: Sage, 2001).
86. Ira Shor, Culture Wars: School and Society in the Conservative Restoration 1969-1984 (Chicago: University of Chicago Press, 1992).
87. David Blacker, "Sphere-Specific Responses in Education: The Case of Proposition 187" (paper presented at the Ohio Valley Philosophy of Education Society, Lexington, Kentucky, October 1998).
88. Matusov, "When Solo Activity Is Not Privileged."
89. Kieran Egan, Education and Psychology: Plato, Piaget, and Scientific Psychology (New York: Teachers College Press, 1983), 8.
90. Thomas S. Popkewitz, "Pedagogy as a Design Problem: Governing the Child and Its Technological Sublime" (paper presented at the Twelfth International Conference on Learning, Cordoba, Spain, July 2005).
91. Bev V. Clark, "On Ignoring the Hidden Laughter in the Rose Garden; or How Our Anxiety of Immaturity Enables Us to Belittle Students," Feminist Teacher 8, no. 1 (1984): 32-37.
92. Nancy Lesko, "(E)Strange(d) Relations," in Speaking the Unpleasant: The Politics of (Non)Engagement in the Multicultural Education Terrain, ed. Rudolfo Chávez Chávez and James O'Donnell (Albany, New York: SUNY Press, 1998), 271.
93. Walkerdine, "Beyond Developmentalism?"
94. Barbara Rogoff, Leslee Bartlett, and Carolyn Goodman Turkanis, "Lessons About Learning as a Community," in Learning Together: Children and Adults in a School Community, ed. Barbara Rogoff, Carolyn Goodman Turkanis, et al. (New York: Oxford University Press, 2001);
95. and Kathleen M. Minke and Kellie J. Anderson, "Restructuring Routine Parent-Teacher Conferences: The Family-School Conference Model," Elementary School Journal 104, no. 1 (2003): 49-69.
96. Alan M. Dershowitz, Shouting Fire: Civil Liberties in a Turbulent Age (Boston: Little, Brown, 2002).