Young Minority Women's Narrations and Meta-Reflection at School: A Dialogue between Vygotsky and Foucault, Part I



The article presents the materials of two studies conducted in schools among students who have experienced the social isolation, economic hardship and family problems or were academically unsuccessful in a regular school. One of these projects has emerged as a continuation of an ethnographic study conducted in an experimental vocational-technical college in Germany in 2004 and 2005. The second study is an analysis of a school project, carried out in Woodrow Wilson High School, Long Beach, California from 1994 to 1998. Following Foucault and Vygotsky, the author shows how the diaries and writings contributed to the formation of qualitatively new forms of reflection and development of various forms of communication between teachers and students. The presented material reflects and describes the significance of these changes in pedagogical and psychological and educational practices. The article is written in two parts the first is presented here, while the second will be released in the next issue of the Journal of Cultural-Historical Psychology.

General Information

Keywords: critical reflection, mediation, experimental schools, Foucault, social changes, technologies of the Self, Vygotsky, young women

Journal rubric: Empirical Research

Article type: scientific article

For citation: Kontopodis M. Young Minority Women's Narrations and Meta-Reflection at School: A Dialogue between Vygotsky and Foucault, Part I. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2010. Vol. 6, no. 4, pp. 99–107. (In Russ., аbstr. in Engl.)


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Information About the Authors

Michalis Kontopodis, Senior Lecturer in Education Studies, University of Roehampton, Paulo Freire Institute UK, Great Britain, ORCID:, e-mail:



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