Understanding and responding to negativism in schooling: the potential of the ‘double move’

Malcolm Reed

Research output: Contribution to journalArticle (Academic Journal)peer-review

1 Citation (Scopus)
586 Downloads (Pure)


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 languageEnglish
Pages (from-to)63–77
Number of pages15
JournalLearning, Culture and Social Interaction
Early online date19 Oct 2016
Publication statusPublished - Mar 2017


  • Adolescence
  • Negativism
  • Social situation of development
  • Positioning
  • Agonism
  • Double move
  • Pedagogy

Fingerprint Dive into the research topics of 'Understanding and responding to negativism in schooling: the potential of the ‘double move’'. Together they form a unique fingerprint.

Cite this