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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Affiliated ISCAR

  

Cultural-Historical Psychology
2011. Vol. 7, no. 1, 72–79
ISSN: 1816-5435 / 2224-8935 (online)

Young Minority Women's Narrations and Meta-Reflection at School: A Dialogue between Vygotsky and Foucault, Part II 956

Kontopodis M.
Research Associate at the Department of European Ethnology, European Ethnology, Humboldt University (Berlin) & Amsterdam Institute for Social Science Research, University of Amsterdam, Amsterdam, Netherlands
e-mail: michaliskonto@googlemail.com

Abstract
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 second is presented here, while the first was published in the Journal of Cultural-Historical Psychology № 4, 2010

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

Column: Empirical Research

For Reference

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