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

Abstract

Reed, M. (2017). Understanding and responding to negativism in schooling: the potential of the 'double move'. Learning, Culture and Social Interaction, 12, 63-77. DOI: 10.1016/j.lcsi.2016.10 University of Bristol -Explore Bristol Research General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/pure/about/ebr-terms 1 Understanding and responding to negativism in schooling: the potential of the 'double move'. Malcolm Reed University of Bristol, UK AbstractThis 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.

Perspectivas de transformación educativa en la Escuela de Aviación del Ejército de Colombia. El programa de Ingeniería Aeronáutica

“…Asimismo, se esperaba que (H2) el cuerpo de profesores tuviera una visión intermedia sobre las condiciones de calidad del programa, más propensa a la crítica en razón a su experiencia con otras instituciones educativas e interrelación con los estudiantes (Singhapakdi & Vitell, 2007;Vitell & Singhapakdi, 2008). Finalmente, se proyectaba que (H3) el cuerpo de estudiantes expresaría en una forma más enfática las oportunidades de mejora del programa y de la institución (Newcomb, 1943;Reed, 2017).…”

Re-theorising the funds of identity concept from the perspective of subjectivity

“…Both concepts stress how negative emotions and experiences connected to the vicissitudes of daily life and daily occurrences, such as school failure or love, can be harnessed by teachers and researchers in order to create pedagogical connections between the classroom and the home. Despite the increasing awareness of the role that negative emotions and experiences might play in educational and psychological development (Miller, 2008; Reed, 2017; Zipin, 2009), funds of identity research has focused on how positive experiences and emotions can be used to affirm minoritised learners’ identities in the mainstream classroom. This rather narrow focus creates a number of tensions that this paper addresses.…”