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Культурно-историческая психология

Издатель: Московский государственный психолого-педагогический университет

ISSN (печатная версия): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

Лицензия: CC BY-NC 4.0

Издается с 2005 года

Периодичность: 4 номера в год

Доступ к электронным архивам: открытый

Аффилирован ISCAR

 

Сочинения молодых женщин из меньшинств и мета-рефлексия в школе: диалог между Выготским и Фуко. Часть 1 1111

Контоподис М., Dr., научный сотрудник кафедры европейской этнологии, Университета Гумбольта и Амстердамского инситута социальных наук, Берлин, Германия, michaliskonto@googlemail.com

Аннотация

В статье представлены материалы двух исследований, проведенных в школах среди учащихся, переживших опыт социальной изоляции, академически неуспешных в условиях массовой школы, испытывающих экономические трудности и семейные проблемы. Один из этих проектов возник как продолжение этнографического исследования, проведенного в экспериментальном профессионально-техническом училище в Германии в 2004 и 2005 гг., второе исследование представляет собой анализ результатов школьного проекта, проведенного в Старшей Школе Вудроу Вилсон в Лонг Бич, штат Калифорния, с 1994 по 1998 гг. Следуя за Фуко и Выготским, автор показывает, как дневники и сочинения способствовали формированию качественно новых форм рефлексии и развитию различных форм коммуникации между учителями и учениками. В представленном материале отражается и описывается значение этих изменений в педагогической и психолого-педагогической практике. Статья написана в двух частях - первая представлена здесь, вторая выйдет в следующем номере журнала «Культурно-историческая психология».

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