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ERIC Number: EJ797469
Record Type: Journal
Publication Date: 2008-Jul
Pages: 21
Abstractor: Author
Reference Count: 0
ISSN: ISSN-1871-1502
From Relational Ontology to Transformative Activist Stance on Development and Learning: Expanding Vygotsky's (CHAT) Project
Stetsenko, Anna
Cultural Studies of Science Education, v3 n2 p471-491 Jul 2008
This paper offers steps towards overcoming current fragmentation within sociocultural approaches by expansively reconstructing a broad dialectical view on human development and learning (drawing on Vygotsky's project) underwritten by ideology of social justice. The common foundation for sociocultural approaches is developed by dialectically supplanting relational ontology with the notion that "collaborative purposeful transformation" of the world is the core of human nature and the principled grounding for learning and development. An activist transformative stance suggests that people come to know themselves and their world as well as ultimately come to be human "in and through" (not in addition to) the processes of collaboratively transforming the world in view of their goals. This means that all human activities (including psychological processes and the self) are instantiations of "contributions" to collaborative transformative practices that are contingent on both the past "and" the vision for the future and therefore are profoundly imbued with ideology, ethics, and values. And because acting, being, and knowing are seen from a transformative activist stance as all rooted in, derivative of, and instrumental within a "collaborative historical becoming," this stance cuts across and bridges the gaps (a) between individual and social and (b) among ontological, epistemological, and moral-ethical (ideological) dimensions of activity.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A