Vygotsky Conference in Moscow
psmagorinsky who-is-at uoknor.edu
Fri, 16 Feb 96 07:03:58 -0600
>
>
> INTERNATIONAL CONFERENCE
>
> "A CULTURAL HISTORICAL APPROACH TO THE STUDY OF EDUCATION"
> (In Celebration: L.S. Vygotsky 1896-1996)
> MOSCOW, October 21-24, 1996
>
> PRESENTATION
>
>
> The goal of this Conference is to promote discussion of State
>educational policies, and reforms, as well as new theories and technologies
>from the cultural and historical perspective developed by L. S. Vygotsky,
>who lived and worked in Russia. Schools in Russia have taken a fresh look
>at Vygotsky's theories in their embrace of social reforms and orientation
>toward a pedagogy of development. This Conference will focus on assessing
>the impact of Vygotsky's work on current educational practices and
>on examining the relationship between State policies and reform and
>restructuring efforts. At present, fundamentals of Vygotsky's theory are
>part of the broad, intercultural dialogue on school organization,
>curriculum development and teacher training. This Conference will promote
>discussion of innovative programs in education and examine the current
>impact of Vygotsky's cultural historical approach as well as its potential
>in future educational development. The Conference will utilize Vygotsky's
>theoretical "lens" to frame an interdisciplinary conversation about
>the "steering" effects of State policy, the politics of knowledge in the
>construction of pedagogy and subjectivities, and the relationship between
>political rationalities and theories of teaching and learning. Special
>attention will be given to social, political and historical dimensions which
>have not been fully explored in current interpretations of Vygotsky.
>
> CONFERENCE TOPICS:
>
>1. State Policy and the Restructuring of Education
> Vitaly Rubtsov, Psychological Institute of the Russian Academy of
> Education, Moscow, Russia
> Thomas Popkewitz, Curriculum & Instruction University of
> Wisconsin/Madison, U.S.A.
>
>Agenda: This section of the Conference will consider how the field of
>education is being restructured in relation to State policies and practices.
>Of particular interest are studies that compare reforms in teaching and
>teacher education, as they relate to problems of globalization. Papers that
>integrate comparative, historical and theoretical approaches to the
>examination of State restructuring efforts are also of interest.
>
>2. Preparing Teachers for Tomorrow's Classrooms: Issues, and Obstacles
> and Opportunities
> Arcady Margolis, International College of Education & Psychology
> Moscow, Russia
> Robert Tabachnick, Curriculum & Instruction University of
> Wisconsin/Madison, U.S.A.
>
>Agenda: Classrooms around the world will serve an increasingly diverse
>student population as countries accommodate migration patterns that alter
>traditional demographics. Schools will respond to data showing that
>students with learning difficulties make better social and academic progress
>if assigned to inclusive rather than exclusive classrooms. Discussion will
>focus on analysis of theories and current strategies in preparing teachers
>for active student learning in this new, more inclusive context.
>
>3. The Legacy of Vygotsky: Cultural History, Social Context &
> Multicultural Education
> Victor Gurughapov, International College of Education & Psychology
> Moscow, Russia
> Carl Grant, Curriculum & Instruction University of
> Wisconsin/Madison, USA
>
>Agenda: This section of the conference will bring together scholars of
> multicultural education from several countries to discuss problems
> and issues that are common to the respective countries and other
> countries (e.g. guest workers, diversity in school curriculum).
>
>4. New Paradigms in Special Education and Developmental Diversity: A
> Cross Cultural Conversation
> Anne M. Donnellan, Rehabilitation Psychology & Special Education
> University of Wisconsin/Madison, USA
> Ludmilla Obukhova Moscow State University, Russia
>
>Agenda: Today, both in the English speaking West and in Russia, educators
>are rethinking and refocusing services away from specialized schools to
>models of inclusion. We in the English speaking West have much to contribute
>on the topic including a thirty year history of legally mandated services
>for all students, the experience of a wide variety of educational and
>special educational models and a broadly applied specialized teaching
>technology. We have an enormous body of knowledge but lack a strong
>intellectual tradition to understand or explore our own success or
>limitations. Our Russian colleagues in "defectology" have a rich tradition
>of conceptualization as well as empirical work on Vygotsky, Luria and
>others. They have had neither the resources nor the political context in
>which to explore the range of options which are common place in the West. A
>dialog which explores the special education enterprise from our disparate
>intellectuial traditions and political experiences would be fascinating, and
>invaluable to scholars from many fields.
>
>5. A Growing Edge of Reform in Pre-school--Primary Education:
> Historical-Cultural Approaches Sown in Vygotskian Soil
> Gary G. Price and Marianne Bloch, Curriculum & Instruction
University of Wisconsin/Madison,
> U.S.A.
> Olga Diachenko, Institute of Pre-School Education of the
> Russian Academy of Education, Moscow, Russia
> Galina Zukerman, Psychological Institute of the Russian Academy of
> Education Moscow, Russia
>
>Agenda: Presently, many preschool-primary educators outside Russia are
> enthusiastically seeking to apply interpretations of Vygotsky's work
> to practice. Debates over orthodoxy of interpretation often arise
> in such movements. Inside Russia, among Vygotsky's academic
> descendants, innovations are demonstrably rooted in Vygotskian soil
> and, at the same time, boldly stretching tendrils into new terrain.
> This forum will bring together Russian innovators, Vygotskian texts
> which they identify as theoretical tap roots, and international
> scholars who will reflect on the prospects and problems of these
> approaches.
>
>6. New Frontiers in Educational Assessment: An International Dialogue
> Allan S. Cohen, Educational Testing and Evaluation
> University of Wisconsin/Madison, U.S.A.
> Elena Borisova, Psychological Institute of the Russian Academy of
> Education, Moscow, Russia
>
>Agenda: This forum will consist of an international perspective on current
> issues in educational measurement and research. The intent is to
> explore and compare ways in which measurement specialists from
> Russia, the United States, and other countries identify and study
> different types of educational assessment problems. The
> juxtaposition of the different measurement traditions should provide
> fruitful illumination of areas for future study.
>
>7. Science-based Training in Clinical Psychology: How Can Science
> Satisfy the Clinician?
> Timothy B. Baker, Psychology University
> of Wisconsin/Madison, U.S.A.
> Fiodor Vasiluk, Psychological Institute of the Russian Academy
> of Education, Moscow, Russia
>
>Agenda: The professional practices of clinical psychologists arise not out
> of scientific or experimental analysis, but rather out of current
> "clinical" models, traditions, or scientific bases. The independence of
> science and practice raises important questions. Why do clinicians
> eschew science in their decisions regarding professional practice? What
> would a science-based practice look like? How could it be done? And,
> how can students be trained so that scientific evidence guides their
> professional practice? These questions constitute the organizing themes
> of this panel's presentations.
>
>
>Honorary President: A. Petrovsky, President of the Russian Academy of
>Education
>
>General Co-Chairs: T. Popkewitz (U.S.A.), V. Rubtsov (Russia)
>
>
> INTERNATIONAL ADVISER COMMITTEE
>
>A.Asmolov (Russia), K.Amano (Japan), A.Brushlinsky (Russia), J.Carpey
>(Netherland), F. Carugati (Italy), M.Cole (USA), V.Davydov (Russia),
>Yu.Engestrom (Finland), L.Garai (Hungary), M.Hedegaard (Danmark),L.Moil
>(USA), N.Nechaev (Russia), A-N. Perret-Clermont (Switzerland), G.Salomon
>(Israel), J.Wertch (USA), M.Yaroshevsky (Russia) V. Zinchenko (Russia)
>
> SCIENTIFIC PROGRAM COMMITTEE
>
>T.Baker (U.S.A.), M.Bloch (U.S.A.), E.Borisova (Russia), A.Cohen (U.S.A.),
>O.Diachenko (Russia), A.Donnellan (U.S.A.), C.Grant (U.S.A.), V.Gurughapov
>(Russia), G.Kravtsov (Russia), A.Margolis (Russia), S.Malykh (Russia),
>L.Obukhova (Russia), T.Popkewitz (U.S.A), G.Price (U.S.A.), V.Rubtsov
>(Russia), R.Tabachnick (U.S.A.), F.Vasiluk (Russia), G.Zukerman (Russia)
>
>
>
> CALL FOR PROPOSALS
>
>The scientific program committee invites researchers to send proposals which
>correspond to the Conference topics listed above. The proposals will be
>selected through a review process by the scientific program committee.
>
>Paper session (20 minutes papers): The proposal should contain the title,
>author's name and address and a summary of 200 words (a floppy disk is
>required).
>
>Poster session: The proposal should contain the title, author's name and
>address and a summary of 200 words (a floppy disk is required).
>
>Deadline: April 20, 1996
>
>The official languages of the Conference will be English and Russian. All
>proposals and requests for registration forms should be sent to:
>
>Vitaly Rubtsov
>Psychological Institute of the Russian Academy of Education
>Mochovaia St., 9-V
>103009 Moscow, RUSSIA
>Phone: (095) 202-88-76
>FAX: (095) 203-10-67
>EMAIL: conferen.pvt who-is-at telec.igpp.msk.su
>
>Fees: $150 (U.S.); Students $100 (U.S.), after July 1996:
>respectively $200 (U.S.) and $150 (U.S.).
>
>
Peter Smagorinsky
University of Oklahoma
College of Education
Department of Instructional Leadership and Academic Curriculum
820 Van Vleet Oval
Norman, OK 73019-0260
(405)325-3533
fax: (405)325-4061
smagor who-is-at aardvark.ucs.uoknor.edu
psmagorinsky who-is-at uoknor.edu