Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-03T00:56:42.308Z Has data issue: false hasContentIssue false

Chapter 3 - The Tasks of Reality and Reality As the Task

Connecting Cultural-Historical Activity Theory with the Radical Scholarship of Resistance

Published online by Cambridge University Press:  23 November 2023

Nick Hopwood
Affiliation:
University of Technology, Sydney
Annalisa Sannino
Affiliation:
Tampere University, Finland
Get access

Summary

This chapter’s overall argument is that to advance cultural-historical activity theory, at this time of a severe sociopolitical and ecological crisis, it is imperative to amplify connections to the radical scholarships of resistance immersed in social justice struggles. I address how Marxism and Vygotsky’s approach directly align with this scholarship, on an array of positions, in contrast to approaches that do not prioritize such struggles. Using the transformative-activist stance (Stetsenko, 2017a) - premised on Marxist/Vygotskyan foundations, inclusive of a unified ethico-ontoepistemology - and while connecting to contemporary scholarship of resistance, I further the notion of agency in several steps (relevant also to motives). The core argument posits agency at the nexus of a seamless, ever-evolving/moving process of a mutual self-and-world co-realization, while problematizing reality as a task and gearing agency to the tasks of resistance. Additionally, the chapter sets the stage to interrogate charges of eurocentrism and anthropocentrism in Marx and Vygotsky.

Type
Chapter
Information
Agency and Transformation
Motives, Mediation, and Motion
, pp. 56 - 83
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams-Wiggins, K. R. & Taylor-García, D. V. (2020). The Manichean division in children’s experience: Developmental psychology in an anti-Black world. Theory & Psychology, 30(4), 485506. https://doi.org/10.1177/0959354320940049.CrossRefGoogle Scholar
Agamben, G. (1998). Homo Sacer: Sovereign power and bare life. Stanford University Press.Google Scholar
Alessandrini, A. (2014). Frantz Fanon and the future of cultural politics. Lexington Books.Google Scholar
Altman, I. & Rogoff, B. (1987). World views in psychology: Trait, interactional, organismic, and transactional perspectives. In Stokols, D. and Altman, I. (Eds.), Handbook of environmental psychology (vol. 1, pp. 740). Wiley.Google Scholar
Anzaldúa, G. (1983). Foreword to the second edition. In Morraga, C. and Anzaldúa, G. (Eds.), This bridge called my back: Writings by radical women of color (2nd ed., pp. ivv). Kitchen Table/Women of Color Press.Google Scholar
Anzaldúa, G. (2002). Now let us shift … the path of conocimiento … inner works, public acts. In Anzaldúa, G. & Keating, A. (Eds.), This bridge we call home: Radical visions for transformation (pp. 540578). Routledge.Google Scholar
Baldwin, J. (1962). As much truth as one can bear. New York Times Book Review, January 14.Google Scholar
Baldwin, J. (Ed.). (1985). The price of the ticket: Collected nonfiction, 1948–1985. Beacon.Google Scholar
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.CrossRefGoogle Scholar
Bierria, A. (2014). Missing in action: Violence, power, and discerning agency. Hypatia, 29, 129145. https://doi.org/10.1111/hypa.12074.CrossRefGoogle Scholar
Bourdieu, P. (1990). In other words: Essays towards a reflexive sociology. Stanford University Press.CrossRefGoogle Scholar
Chenoweth, E. (2020). The future of nonviolent resistance. Journal of Democracy, 31(3), 6984. https://doi.org/10.1353/jod.2020.0046.CrossRefGoogle Scholar
Dotson, K. (2014). Conceptualizing epistemic oppression. Social Epistemology, 28(2), 115138. https://doi.org/10.1080/02691728.2013.782585.CrossRefGoogle Scholar
Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Education Research, 43, 168182. https://doi.org/10.1016/j.ijer.2006.06.010.CrossRefGoogle Scholar
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit.Google Scholar
Engeström, Y. (2006). Development, movement and agency: Breaking away into mycorrhizae activities. In Yamazumi, K. (Ed.), Building activity theory in practice: Toward the next generation. Kansai University Press.Google Scholar
Fanon, F. (1952/2008). Black skin, white masks. Pluto.Google Scholar
Fanon, F. (1961/2004). The wretched of the earth. Grove.Google Scholar
Fenwick, T. & Edwards, R. (2013). Performative ontologies: Sociomaterial approaches to researching adult education and lifelong learning. European Journal for Research on the Education and Learning of Adults, 4(1), 4963. http://hdl.handle.net/1893/12343.CrossRefGoogle Scholar
Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the socio-material. Routledge.Google Scholar
Foucault, M. (2019). Discourse and truth and parresia. University of Chicago Press.CrossRefGoogle Scholar
Freire, P. (1970/2005). Pedagogy of the oppressed. Continuum.Google Scholar
Fresia, M. & Von Känel, A. (2016). Beyond state of exception? Reflections on the camp through the prism of refugee schools. Journal of Refugee Studies, 29, 250272. https://doi.org/10.1093/jrs/fev016.CrossRefGoogle Scholar
Giroux, H. (2022). Pedagogy of resistance: Against manufactured ignorance. Bloomsbury.CrossRefGoogle Scholar
Gramsci, A. (1971). Selections from the prison notebooks. Lawrence/Wishart.Google Scholar
Gutiérrez, K. & Barton, A. C. (2015). The possibilities and limits of the structure-agency dialectic in advancing science for all. Journal of Research in Science Teaching, 52, 574583. https://doi.org/10.1002/tea.21229.CrossRefGoogle Scholar
Hall, S. (1997). Subjects in history: Making diasporic identities. In Lubiano, W. (Ed.), The House that race built (pp. 289299). Pantheon.Google Scholar
hooks, b. (2003). The oppositional gaze: Black female spectators. In Jones, A. (Ed.), The feminism and visual culture reader (pp. 94105). Routledge.Google Scholar
Lave, J. (1988). Cognition in practice. Cambridge University Press.CrossRefGoogle Scholar
Leonardo, Z. (2012). The race for class: Reflections on a critical race-class theory of education. Educational Studies, 48(5), 427449. https://doi.org/10.1080/00131946.2012.715831.CrossRefGoogle Scholar
Leonardo, Z. & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of “safety” in race dialogue. Race Ethnicity and Education, 13, 139157. https://doi.org/10.1080/13613324.2010.482898.CrossRefGoogle Scholar
Lorde, A. (1984/2007). Sister outsider: Essays and speeches. Crossing Press.Google Scholar
Lovell, T. (2003). Resisting with authority: Historical specificity, agency and the performative self. Theory, Culture & Society, 20(1), 117. https://doi.org/10.1177/0263276403020001918.CrossRefGoogle Scholar
Löwy, M. (2003). The theory of revolution in the young Marx. Brill.CrossRefGoogle Scholar
Lugones, M. (2003). Pilgrimages/peregrinajes: Theorizing coalition against multiple oppressions. Rowman & Littlefield.Google Scholar
Marx, K. (1844/1978). For a ruthless criticism of everything existing. In Tucker, R. C. (Ed.), Marx/Engels reader (2nd ed., pp. 1215). Norton.Google Scholar
Massumi, B. (1987). Realer than real: The simulacrum according to Deleuze and Guattari. Copyright, 1(Fall), 9096.Google Scholar
McDermott, R. & Varenne, H. (1995). Culture as disability. Anthropology and Education Quarterly, 26(3), 324348. https://doi.org/10.1525/aeq.1995.26.3.05x0936z.CrossRefGoogle Scholar
Merleau-Ponty, M. (1968) The visible and the invisible. Northwestern University Press.Google Scholar
Mills, C. W. (1998). Blackness visible: Essays on philosophy and race. Cornell University Press.Google Scholar
Moraga, C. (1983). Refugees of a world on fire. In Moraga, C. and Anzaldúa, G. (Eds.), This bridge called my back: Writings by radical women of color (pp. 15). Kitchen Table/Women of Color Press.Google Scholar
Motta, S. C. & Esteves, A. M. (2014). Reinventing emancipation in the 21st century: The pedagogical practices of social movements. Interface: A Journal for and About Social Movements, 6(1), 124. www.interfacejournal.net/wordpress/wp-content/uploads/2014/06/Interface-6-1-Editorial.pdf.Google Scholar
Protevi, J. (2009). Katrina. In Herzogenrath, B. (Ed.), Deleuze|Guattari and Ecology (pp. 165181). Palgrave Macmillan.Google Scholar
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.Google Scholar
Said, E. W. (1999). Out of place: A memoir. Granta Books.Google Scholar
Sandoval, C. (2000). Methodology of the oppressed. University of Minnesota Press.Google Scholar
Sannino, A. (2020). Transformative agency as warping: How collectives accomplish change amidst uncertainty. Pedagogy, Culture & Society, 30(1), 933. https://doi.org/10.1080/14681366.2020.1805493.CrossRefGoogle Scholar
Santos, B. (2014). Epistemologies of the South: Justice against epistemicide. Paradigm.Google Scholar
Sawyer, J. & Stetsenko, A. (2019). Revisiting and problematizing Marx and Vygotsky: A transformative approach to speech internalization. Language Sciences, 70, 143154. https://doi.org/10.1016/j.langsci.2018.05.003.CrossRefGoogle Scholar
Shaull, R. (1970/2005). Foreword. In Pedagogy of the oppressed (pp. 2934). Continuum.Google Scholar
Stetsenko, A. (2005). Activity as object-related: Resolving the dichotomy of individual and collective types of activity. Mind, Culture, & Activity, 12(1), 7088. https://doi.org/10.1207/s15327884mca1201_6.CrossRefGoogle Scholar
Stetsenko, A. (2008). From relational ontology to transformative activist stance: Expanding Vygotsky’s (CHAT) project. Cultural Studies of Science Education, 3, 465485. https://doi.org/10.1007/s11422-008-9111-3.CrossRefGoogle Scholar
Stetsenko, A. (2014). Transformative activist stance for education: Inventing the future in moving beyond the status quo. In Corcoran, T. (Ed.), Psychology in education: Critical theory~practice (pp. 181198). Sense.CrossRefGoogle Scholar
Stetsenko, A. (2015). Theory for and as social practice of realizing the future: Implications from a transformative activist stance. In Martin, J., Sugarman, J., & Slaney, K. (eds.), The Wiley handbook of theoretical and philosophical psychology: Methods, approaches, and new directions for social sciences (pp. 102116). Wiley.CrossRefGoogle Scholar
Stetsenko, A. (2016). Vygotsky’s theory of method and philosophy of practice: Implications for trans/formative methodology. Revista Psicologia em Estudo, 39, 3241. http://dx.doi.org/10.15448/1981-2582.2016.s.24385.Google Scholar
Stetsenko, A. (2017a). The transformative mind: Expanding Vygotsky’s approach to development and education. Cambridge University Press.Google Scholar
Stetsenko, A. (2017b). Putting the radical notion of equality in the service of disrupting inequality in education: Research findings and conceptual advances on the infinity of human potential. Review of Research in Education, 41, 112135. https://doi.org/10.3102/0091732X16687524.CrossRefGoogle Scholar
Stetsenko, A. (2019a). Hope, political imagination, and agency in Marx and beyond: Explicating the transformative worldview and ethico-ontoepistemology. Educational Philosophy and Theory, 52(7), 726737. https://doi.org/10.1080/00131857.2019.1654373.CrossRefGoogle Scholar
Stetsenko, A. (2019b). Radical-transformative agency: Continuities and contrasts with relational agency and implications for education. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00148.CrossRefGoogle Scholar
Stetsenko, A. (2020a). Research and activist projects of resistance: The ethical-political foundations for a transformative ethico-ontoepistemology. Learning, Culture and Social Interaction, 26. https://doi.org/10.1016/j.lcsi.2018.04.002.CrossRefGoogle Scholar
Stetsenko, A. (2020b). Radical-transformative agency: Developing a transformative activist stance on a Marxist-Vygotskyan foundation. In Neto, A. T., Liberali, F., & Dafermos, M. (Eds.), Revisiting Vygotsky for social change: Bringing together theory and practice (pp. 3162). Peter Lang.Google Scholar
Stetsenko, A. (2020c). transformative activist approach to the history of psychology: Taking up history from a philosophy of resistance and social justice stance. In Pickren, W. (Ed.), The Oxford research encyclopedia: Psychology. Oxford University Press.Google Scholar
Stetsenko, (2020d). Personhood through the lens of radical-transformative agency. In Sugarman, J. & Martin, J. (Eds.), A humanities approach to the psychology of personhood (pp. 6583). Routledge.CrossRefGoogle Scholar
Stetsenko, A. (2020e). Critical challenges in cultural-historical activity theory: The urgency of agency. Cultural-historical psychology, vol. 16, no. 2 (pp. 5–18). https://doi.org/10.17759/chp.2020160202.CrossRefGoogle Scholar
Stetsenko, A. (2022). Radicalizing theory and Vygotsky: Addressing the topic of crisis through activist-transformative methodology. Human Arenas. https://doi.org/10.1007/s42087-022-00299-2.CrossRefGoogle Scholar
Stetsenko, A. (in press). Reclaiming the tools of the past for today’s struggles: Radicalizing Vygotsky, via Marx, in dialogue with Audre Lorde. In Levant, A., Sweeney, M., & Murakami, K. (Eds.), Handbook on activity theory. ibidem press/Columbia University Press.Google Scholar
Stetsenko, A. & Arievitch, I. M. (2004). The self in cultural-historical activity theory: Reclaiming the unity of social and individual dimensions of human development. Theory & Psychology, 14(4), 475503. https://doi.org/10.1177/0959354304044921.CrossRefGoogle Scholar
Thompson, P. (2016). Ernst Bloch and the spirituality of utopia. Rethinking Marxism, 28, 438452. https://doi.org/10.1080/08935696.2016.1243417.CrossRefGoogle Scholar
Vakil, S., de Royston, M., Nasir, N. S. & Kirshner, B. (2016). Rethinking race and power in design-based research: Reflections from the field. Cognition and Instruction, 34(3), 194209. https://doi.org/10.1080/07370008.2016.1169817.CrossRefGoogle Scholar
Vianna, E. & Stetsenko, A. (2014). Research with a transformative activist agenda: Creating the future through education for social change. In J. Vadeboncoeur (Ed.), Learning in and across contexts: Reimagining education. National Society for the Studies of Education Yearbook, 113(2), 575602. https://doi.org/10.1177/016146811411601412.Google Scholar
Vianna, E. & Stetsenko, A. (2017). Expanding student agency in the introductory psychology course: Transformative activist stance and critical-theoretical pedagogy. In R. Obeid et al. (Eds.), How we teach now: The GSTA guide to student-centered teaching, 252–268. http://teachpsych.org/ebooks.Google Scholar
Vygodskaya, G. L. & Lifanova, T. M. (1999). Lev Vygotsky. Russian and Eastern European Psychology, 37(3), 390.Google Scholar
Vygotsky, L. S. (1987). Thinking and speech. In Rieber, R. W. & Carton, A. S. (Eds.), The collected works of L.S. Vygotsky (vol. 1, pp. 39285). Plenum.Google Scholar
Vygotsky, L. S. (2018). Vygotsky’s notebooks (Zavershneva, E. & Veer, R. vander, Eds.). Springer.Google Scholar
West, C. (2002). Prophesy deliverance! An Afro-American revolutionary Christianity. Westminster/John Knox.Google Scholar
Williams, M. (2014). Stuart Hall: Sociologist and pioneer in the field of cultural studies. Independent, February 11.Google Scholar
Yancy, G. (2015). Through the crucible of pain and suffering: African-American philosophy as a gift and the countering of the western philosophical metanarrative. Educational Philosophy and Theory, 47(11), 11431159. https://doi.org/10.1080/00131857.2014.991499.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×