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Smuggling Authentic Learning Into the School Context: Transitioning From an Innovative Elementary to a Conventional High School


by Renée DePalma, Eugene Matusov & Mark Smith - 2009


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Cite This Article as: Teachers College Record Volume 111 Number 4, 2009, p. 934-972
https://www.tcrecord.org ID Number: 15227, Date Accessed: 10/17/2019 8:01:10 PM
 
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About the Author
  • Renée DePalma
    University of Sunderland
    RENÉE DEPALMA is currently a research fellow on the Economic and Social Research Council-funded project “No Outsiders: Researching Approaches to Sexualities Equality in Primary Schools” at the University of Sunderland. Her research has focused on equalities and social justice in terms of race, ethnicity, language, and sexuality. Recent publications include, with E. Atkinson, “Strategic Embodiment in Virtual Spaces: Exploring an On-Line Discussion About Sexualities Equality in Schools” in Discourse: Studies in the Cultural Politics of Education (2007), and “When Success Makes Me Fail: (De)Constructing Failure and Success in a Conventional American Classroom” in Mind, Culture, and Activity (2008).
  • Eugene Matusov
    University of Delaware
    E-mail Author
    EUGENE MATUSOV is a professor of education at the University of Delaware. He was born in the Soviet Union. 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 transformation of participation in a sociocultural practice. Recent publications include “In Search of the Appropriate Unit of Analysis” in Culture and Psychology (2007), and, with M. P. Smith, “Teaching Imaginary Children: University Students’ Narratives About Their Latino Practicum Children” in Teaching and Teacher Education (2007).
  • Mark Smith
    University of Delaware
    MARK SMITH is a doctoral candidate in education at the University of Delaware. He is interested in dialogic education and collaborative settings for learning, both in school and in out-of-school contexts. His dissertation research explores the relationship between teacher authority and dialogue, and the degree to which teacher authority helps, hinders, or destroys possibilities for dialogue in education. Recent publications include, with E. Matusov, “Teaching Imaginary Children: University Students’ Narratives About Their Latino Practicum Children” in Teaching and Teacher Education. (2007), and, with E. Matusov, M. A. Candela, and K. Lilu, “‘Culture Has No Internal Territory’: Culture as Dialogue” in J. Valsiner & A. Rosa (Eds.), The Cambridge Handbook of Socio-Cultural Psychology (Cambridge University Press, 2007).
 
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