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Research with a Transformative Activist Agenda: Creating the Future Through Education for Social Change

by Eduardo Vianna & Anna Stetsenko - 2014

A transformative activist stance is a theoretically grounded model for educational research based on a radically revised theory of human development and learning. Its purpose is to advance a transformative agenda that contributes to the creation of equitable futures for students, especially those from disadvantaged populations. A collaborative project conducted in a group home for youth in foster care provides a dramatic illustration for this approach.

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This article originally appeared as NSSE Yearbook Vol 113. No. 2.

Cite This Article as: Teachers College Record Volume 116 Number 14, 2014, p. 575-602
https://www.tcrecord.org ID Number: 18308, Date Accessed: 9/24/2021 8:03:19 PM

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About the Author
  • Eduardo Vianna
    LaGuardia Community College, CUNY
    E-mail Author
    EDUARDO VIANNA is an Associate Professor at LaGuardia Community College, City University of New York City. He has won several awards, including The CUNY Graduate Center President’s Dissertation Scholarship and the 2010 Early Career Award in Cultural-Historical Research, awarded by the Cultural-Historical Special Interest Group of the American Educational Research Association. His research and publications focus on the intersection between teaching–learning and development through critical-theoretical pedagogy, particularly in settings that serve underprivileged youth. His latest publication, co-authored with Anna Stetsenko entitled, Connecting learning and identity development through a transformative activist stance: Application in adolescent development in a child welfare program, appeared in Human Development in 2011.
  • Anna Stetsenko
    The Graduate Center, CUNY
    E-mail Author
    ANNA STETSENKO is a Full Professor in the PhD Program in Psychology, with joint appointment in the PhD Program in Urban Education at The Graduate Center CUNY. Her research is situated at the intersection of human development, social theory, and education, including topics of subjectivity, collective agency, and personhood viewed through the lens of social change. Prior to working in the United States, she worked at universities and research centers in Russia, Germany, Switzerland, and Austria. She has published in English, Russian, Italian, and German. Her theory has been characterized “as exemplifying major currents in developmental theorizing about agency” (Sugarman & Sokol, New Ideas in Psychology, 2012) and a recent chapter as among “the most provocative and probing essays you will ever read on the nature of human personhood” (Dan McAdams, The Psychology of Personhood, 2013).
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