Abstract
This essay considers the significance of negativism in classroom activity and its potential to provoke us to pay attention to the situation it expresses. Negativism is explored as a function of behaviour in cultural-historical theorisation of children's development, drawing on Vygotsky's work in child psychology. The relationship in post-Vygotskian research between negativism, crisis, the social situation of development and activity setting is reviewed. Positioning and agonistic struggles in the drama of development are explored. Hedegaard's practice of the ‘double move’ is elaborated, with alternative yet sympathetic moves considered in conclusion for pedagogic practice in response to negativism.
Original language | English |
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Pages (from-to) | 63–77 |
Number of pages | 15 |
Journal | Learning, Culture and Social Interaction |
Volume | 12 |
Early online date | 19 Oct 2016 |
DOIs | |
Publication status | Published - Mar 2017 |
Keywords
- Adolescence
- Negativism
- Social situation of development
- Positioning
- Agonism
- Double move
- Pedagogy