Eugene Matusov

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In this paper, there is an attempt to construct the notion of interstijectivity as a process of a coorakztion of participants' contributions in joint activity. This notion incorporates the dynamics of bothagreement anddisagreement. Iargue thata traditionaldejbitionof intersubjectivityasastate of overlap of individual unakstandings overemphasizes agreement(More)
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The purpose of this paper is to examine the notion of internalization which mainly stemmed from Vygotsky's work and to provide a critique of this concept as being favorably biased toward specific sociocultural practices common in industrial societies. These practices involve global networks of alienated and decontextualized activities overemphasizing the(More)
In her comentary on our paper, Lois Bloom (1992) claims that the dynamic systems perspective is neither innovative nor explanatory, and that it does not offer any new solutions to the difficult problems of research in the area of emotional development. We believe that Bloom's commentary raises a number of issues that directly address the potential use and(More)
Educational practitioners are often reluctant, if not actively resistant, to their participation in production and consumption of educational research. Based on my research experience with educational practitioners, I try to deconstruct this phenomenon using dialogic Bakhtinian and Aristotelian sociocultural frameworks. I consider two major related(More)
The purpose of this conceptual paper is to explore and map the "espoused theories" (Argyris and Schön 1978) of agency used in educational contexts. More precisely, we limit the focus on the normative view of student agency assumed within dominant school practices, desired by educational practitioners, leaving out non-normative emerging agencies such as(More)
Our analysis reveals two major types of "Community of Learners" (COL) projects in education: instrumental and ontological. In instrumental COL, the notion of " community " is separated from the notion of " instruction " in order to reach some preset endpoints: curricular or otherwise. We notice three main instrumental COL models: relational, instructional,(More)
We consider identity as a historically emerging discourse that requires genealogical analysis - not to discover the roots of our identity but to commit [ourselves] to its dissipation (Foucault 1977, p. 162). We suggest analyzing identity through the history of socio-economic classes, their life struggles, ambitions, development, and reproduction. We see(More)
Eugene Matusov is a professor of education at the University of Delaware. He studied developmental psychology with Soviet researchers working in the Vygotskian paradigm and worked as a schoolteacher before emigrating to the United States. He uses sociocultural and Bakhtinian dialogic approaches to learning , which he views as a transformation of(More)