"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.).