Publications

Many of my recent publications are accessible on www.academia.edu

and www.researchgate.net
(this is a selected list; full list is available upon request; conference presentations are not included)

·       Books and book chapters

Stetsenko, A. (2016). The Transformative Mind: Expanding Vygotsky’s Perspective on Development and Education. New York, NY: Cambridge University Press.

Stetsenko, A. (in press). Science education and transformative activist stance: Activism as a quest for becoming via authentic-authorial contribution to communal practices. In Lynn Bryan and Kenneth Tobin (Eds.), 13 Questions: Reframing Education’s Conversation: Science. Peter Lang.

Stetsenko, A. (in press). Agentive creativity in all of us: An egalitarian perspective from a transformative activist stance. In M. C. Connery, V. John-Steiner and A. Marjanovic-Shane (eds.), Vygotsky and creativity: A cultural-historical approach to play, meaning making, and the arts. Peter Lang (2nd edition).

Stetsenko, A. (2015). Theory for and as social practice of realizing the future: Implications from a transformative activist stance. In The Wiley Handbook of Theoretical and Philosophical Psychology edited by Jack Martin, Jeff Sugarman, and Kathleen Slaney. NY: Wiley.

Vianna, E., & Stetsenko, A. (2014). Research with a transformative activist agenda: Creating the future through education for social change. In J. Vadeboncoeur (ed.), Learning In and Across Contexts: Reimagining Education. National Society for the Studies of Education Yearbook, Volume 113, Issue 2, pp. 575–602.

Arievitch, I. M., & Stetsenko, A. (2014). Developmental trajectories and transformations of cultural mediation: From symbiotic action to psychological process. In A. Yasnitsky, R. van der Veer and M. Ferrari (Eds.), The Cambridge Handbook of Cultural-Historical Psychology (pp. 217-244). New York, NY: Cambridge University Press.

Vianna, E., Hougaard, N., & Stetsenko, A. (2014). The dialectics of collective and individual transformation. In A. Blunden (ed.), Collaborative Projects (pp. 59-87). Leiden, the Netherlands: Brille Publishers.

Stetsenko, A. (2014). Transformative activist stance for education: Inventing the future in moving beyond the status quo. In T. Corcoran (Ed.), Psychology in Education: Critical Theory~Practice (pp. 181-198). Rotterdam, The Netherlands: Sense Publishers.

Stetsenko & Arievitch, I. (2014). Vygotsky’s collaborative project of social transformation. In A. Blunden (ed.), Collaborative Projects (pp. 217-238). Leiden, The Netherlands: Brille Publishers.

Sawyer, J. & and Stetsenko, A. (2014). Lev Vygotsky’s approach to language and speech. In P. Brooks and V. Kempe (eds.), Encyclopedia of Language Development (pp. 663-666). Thousand Oaks, CA: SAGE.

Stetsenko, A. (2014). Foreword. In V. Bozalek, D. Ng’ambi, D. Wood, J. Herrington, J. Hardman, and A. Amory (Eds.), Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy (pp. xxiv-xxvi). London: Routledge.

Roychoudhury, D., Gardner, L. M., & Stetsenko, A. (2014). Theorizing activism: Hip hop and human development – The eternal dance between theory and practice. In B. Portfilio, D. Roychoudhury, and L. Gardner (eds.), See you at the crossroads: Hip hop scholarship at the intersections. Dialectical harmony, ethics, aesthetics, and panoply of voices (pp. 181-194). Rotterdam, The Netherlands: Sense Publishers.

Stetsenko, A. (2013). Theorizing personhood for the world in transition and change: Reflections from a transformative activist stance. In J. Martin and M. H. Bickhard (eds.), The Psychology of personhood: Philosophical, historical, social-developmental, and narrative perspectives (pp. 181-203). Cambridge,UK:CambridgeUniversity Press.

Stetsenko, A. (2013). Creativity in all of us: Dialogue with Vera John-Steiner. In R. Lakeand C. Connery (Eds.), Constructing a Community of Thought: Letters on the Scholarship, Teaching and Mentoring of Vera John-Steiner.New York,NY: Peter Lang Publishing Company.

Stetsenko, A. & Wille, Ch.(2012). Kulturhistorische Schule [Cultural-historical school]. In Historisch-kritisches Wörterbuch des Marxismus (Vol. 8/I, col. 378-392).Hamburg: Argument-Verlag.

Stetsenko, A. (2011). From relational ontology to transformative activist stance: Expanding Vygotsky’s (CHAT) project. In P. Jones (Ed.), Marxism and Education. Renewing the Dialogue, pedagogy, and culture (pp. 165-192). London: Palgrave MacMillan (reprinted from Cultural Studies of Science Education, 2008).

Stetsenko, A. (2011). Darwin and Vygotsky on development: An exegesis on human nature. In M. Kontopodis, Ch.Wulf & B. Fichtner (Eds.), Children, Culture and Education. (Springer/ Series: International Perspectives on Early Childhood Education and Development) (pp.25-41).New York: Springer.

Stetsenko, A. (2010). Standing on the shoulders of giants: A balancing act of dialectically theorizing conceptual understanding on the grounds of Vygotsky’s project. In W.-M. Roth (ed.), Re/structuring science education: ReUniting Psychological and Sociological Perspectives (pp. 53–72).New York: Springer.

Stetsenko, A. & Arievitch, I. M. (2010). Cultural-historical activity theory: Foundational worldview and major principles. In J. Martin and S. Kirschner (Eds.), The Sociocultural Turn in Psychology: The Contextual Emergence of Mind and Self (pp. 231-253). New York,NY:ColumbiaUniversity Press.

Stetsenko, A. (2009). Vygotsky and the conceptual revolution in developmental sciences: Towards a unified (non-additive) account of human development. In M. Fleer, M. Hedegaard, J. Tudge & A. Prout (Eds.) World Year Book of Education. Constructing childhood: Global–local policies and practices (pp. 125-142). Routledge.

Stetsenko, A., & Vianna, E. (2009). Overcoming the gap between theory and practice in research on teaching, learning and development: Lessons from Vygotskian project. In O. Barbarin and B. H. Wasik (Eds.), Handbook of Child Development and Early Education. Research to Practice (pp. 38-54).New York,NY:Guilford Press.

Stetsenko, A. (2006). Культурно-историческая теория деятельности в контексте современной психологии: Неклассический подход к «неклассической» теории [Cultural-historical activity theory in today’s context: Non-classical approach to non-classical psychology]. In A. A. Leotniev (Ed.), Psihologicheskaja teorija dejatelnosti: Vchera, segodnja, zavtra [Psychological theory of activity: Yesterday, today, tomorrow] (pp. 16-39).Moscow: Smisl Publishers.

Stetsenko, A. (2005). Rozhdenie soznanija: stanovlenie znachenij na rannih etapah zhizni [The birth of consciousness: The development of meanings in early ontogeny].Moscow: CheRo Press.

Stetsenko, A. (2004). Introduction to “Tool and sign” by Lev Vygotsky. In R. Rieber and D. Robbinson (Eds.), Essential Vygotsky (pp. 499-510). NY etc: Kluwer Academic/ Plenum.

Robbins, D., & Stetsenko, A. (2002) (Eds.). Vygotsky’s psychology: Voices from the past and present. NY: Nova Science Press.

Stetsenko, A. (2002). Vygotsky’s cultural-historical activity theory: Collaborative practice and  knowledge construction process. In D. Robbins and A. Stetsenko (Eds.), Vygotsky’s psychology: Voices from the past and present. NY: Nova Science Press.

Stetsenko, A. (2002). Sociocultural activity as a unit of analysis: How Vygotsky and Piaget converge in empirical research on collaborative cognition. In D. Bearison and B. Dorval (commentary chapter), Collaborative cognition: Children negotiating ways of knowing (pp. 122-135).Westport,CT: Ablex.

Stetsenko A., & Arievitch, I. (2002). Teaching, learning, and development: A post-Vygotskian perspective. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education (pp. 84-96).London: Blackwell.

Available at: http://people.ucsc.edu/~gwells/CHATbook/Ch7.StetsenkoArievitch.html

Stetsenko, A. (2002). Adolescents in Russia: Trends and developments. In B. Bradford Brown & R. Larsson (Eds.), The world of adolescence: Changing paths to adulthood around the globe(pp. 243-276). New York etc.:CambridgeUniversity Press.

(The book has been awarded SRCD prize in 2002 as the best book of the year).

Stetsenko, A. (1999). Social interaction, cultural tools, and the zone of proximal development: In search of a synthesis. In M. Hedegaard, S. Chaiklin, S. Boedker, & U. J. Jensen (Eds.), Activity theory and social practice (pp. 235-253). Aarhus:AarhusUniversity Press.

Stetsenko, A., & Arievitch, I.(1996). The zone of proximal development: Resolving the contradiction between idea and method in post-Vygotskian psychology. In J. Lompscher (Ed.), Entwicklung und lernen aus kulturhistorischer Sicht  [Development and learning from a cultural-historical point of view] (pp. 81-93).Marburg: BdWi-Verlag.

Stetsenko, A. (1995). The psychological functions of children’s drawing: A Vygotskian perspective. In G. Thomas and Ch. Lange-Küttner (Eds.), Drawing and Looking (pp. 147-158).  New York etc.: Harvester Wheatsheaf. [Also appeared in Italian translation: La funzione psicologica deldisegno infantile: una prospettiva Vygotskiana (2000). In Bambini, Anno XVI, n. 4, pp. 19-31. Translation and foreword by Prof. Mariolina Bartolini-Bussi].

Articles in Journals

Stetsenko, A. (in press). Putting the radical notion of equality in the service of disrupting inequality in education: Research findings and conceptual advances on the infinity of human potential. In Review of Research in Education (special issue on Disrupting Inequalities, ed. by M. Winn and M. Souto-Manning).

Stetsenko, A. (2016). Vygotsky’s theory of method and philosophy of practice: Implications for trans/formative methodology. In Revista Psicologia em Estudo (special issue on Vygotsky and methodology, edited by Bento Selau and Marcio Cassandre), 39, 32-41.

Stetsenko, A. (2016). Moving beyond the relational worldview: Exploring the next steps premised on agency and a commitment to social change. Human Development, 59, 283–289.

Stetsenko, A., & Ho, P-C. G. (2015). The serious joy and the joyful work of play: Children becoming agentive actors in co-authoring themselves and their world through play. International Journal of Early Childhood, Volume 47, Issue 2, pp. 221-234.

Stetsenko, A. (2013). The challenge of Individuality in cultural-historical activity theory: “Collectividual” dialectics from a transformative activist stance. Outlines – Critical Practice Studies (special issue on transformative social practices edited by I. Langemeyer and S. Schmachtel), 14 (2), 7-28.

Kirch, S.A., & Stetsenko, A. (2012). What does it mean to know? Third-grade students research using claims and evidence in science. Science and Children, 49 (9), 44-49.

Stetsenko, A. (2012). Personhood: An activist project of historical Becoming through collaborative pursuits of social transformation (invited paper for the Special Issue on Personhood, edited by Jack Martin and John Bickhart). New Ideas in Psychology, 30, 144–153.

Vianna, E., & Stetsenko, A. (2011). Connecting learning and identity development through a transformative activist stance: Application in adolescent development in a child welfare program. Human Development, 54, 313-338.

Stetsenko, A. (2010). Teaching-learning and development as activist projects of historical Becoming: Expanding Vygotsky’s approach to pedagogy. Pedagogies: An International Journal (Special Issue on Vygotskian approaches to pedagogy edited by W.-M. Roth and Y.-J. Lee). Vol. 5, No. 1, 6–16.

Arievitch , I. M., & Stetsenko, A. (2010). The magic of signs: Expanding Vygotsky’s account of cultural mediation. Cadernos de Pesquisa em Educação, PPGE/UFES,  31, 66-99.

Lönnqvist, J., Verkasalo, M., Helkama, K., Andreyeva, G., Rattazzi, A., Niit, T., Stetsenko, A. (2009). Self-esteem and values. European Journal of Social Psychology, 39(1), 40-51.

Sawchuk, P. & Stetsenko, A. (2008). Sociology for a non-canonical activity theory: Exploring intersections and complementarities. Mind, Culture and Activity, 15(4), 339-360.

Stetsenko, A. (2008). From relational ontology to transformative activist stance: Expanding Vygotsky’s (CHAT) project. Cultural Studies of Science Education, 3, 465-485.

Stetsenko, A. (2008). Collaboration and cogenerativity: On bridging the gaps separating theory-practice and cognition-emotion. Cultural Studies of Science Education, 3, 513-525.

Stetsenko, A. (2007). Being-through-doing: Bakhtin and Vygotsky in dialogue. Cultural Studies of Science Education, 2, 25-37.

Stetsenko, A. (2006). Agency and society: Lessons from the study of social change. Special issue on Agency and Social Change, guest editor R. Silbereisen (invited commentary article). International Journal of Psychology, 42 (2), 110-112.

Vianna, E., & Stetsenko, A. (2006). Embracing history through transforming it: Contrasting Piagetian versus Vygotskian (Activity) theories of learning and development to expand constructivism within a dialectical view of history. Theory & Psychology (Special Issue on activity theory edited by Lois Holzman), 16 (1), 81-108.

Stetsenko, A. (2005). Activity as object-related: Resolving the dichotomy of individual and collective types of activity. Mind, Culture, & Activity (Special Issue on the principle of object-relatedness, guest editors V. Kaptelinin and 125), 12 (1), 70-88.

Stetsenko, A., & Arievitch, I.M. (2004). Vygotskian collaborative project of social transformation: History, politics, and practice in knowledge construction. The International Journal of Critical Psychology, 12 (4), 58-80.

Stetsenko, A. (2004). Perspektivi teorii dejatelnosti v svete sovremennih tendentsij v psihologii [Perspectives of activity theory in the context of today’s psychology]. Vestnik MGU, Psychology Series, January-March, pp. 23-39.

Stetsenko, A., & Arievitch, I.(2004). The self in cultural-historical activity theory: Reclaiming the unity of social and individual dimensions of human development. Theory & Psychology, 14 (4), 475-503.

Stetsenko, A. (2003). Alexander Luria and the cultural-historical activity theory: Pieces for the history of an outstanding collaborative project in psychology. Review of E. D. Homskaya (2001), Alexander Romanovich Luria: A scientific biography. Mind, Culture, and Acitivity, 10 (1), pp. 93-97.

Stetsenko, A. (2002). The illusive nature of social change: Whence is a change and how it relates to human development? Review of Lisa J. Crockett and Rainer K. Silbereisen (2000) (Eds.), Negotiating adolescence in times of social change. Cambridge: Cambridge University Press. Contemporary Psychology, 47 (2), 151-153.

Arievitch, I.M. & Stetsenko, A. (2000). The quality of cultural tools and cognitive development: Gal’perin’s perspective and its implications. Human Development, 43, 69-92.

Stetsenko, A., Little, T., Gordeeva, T., Grasshof, M., & Oettingen, G. (2000). Gender effects in children’s beliefs about school: A cross-cultural study. Child Development, 73, pp. 517-527.

[reproduced in Michele A. Paludi (Ed), Human Development in Multicultural Contexts: A Book of Readings, 2002 ].

Stetsenko, A. (2000). Adolescent girls and gender issues in Russia. Society for Research onAdolescence Newsletter, Spring issue, 4-10.

Little, T. D., Stetsenko, A., & Maier, H. (1999). Action-control beliefs and school performance: A longitudinal study of Moscowchildren and adolescents. International Journal of Behavioral Development, 23, 799-823.

Stetsenko, A., & Arievitch, I.(1997). Constructing and deconstructing the self: Comparing post-Vygotskian and discourse-based versions of social constructivism. Mind, Culture, and Activity, 4, 160-173.

Stetsenko, A. (1997). The role of the principle of object-relatedness in the theory of activity. Journal of Russian and East European Psychology. Special Issue: The Legacy of A. N. Leont’ev, 33, 25-39.

Stetsenko, A. (1997). The notes on L.S. Vygotsky’s popularity in Western universities. Voprosi Psychologii [Russian Journal of Psychological Issues], January-February, 107-109.

Stetsenko, A., Little, T., Oettingen, G., & Baltes, P. B. (1995). Control, agency and means-ends beliefs about school performance in Moscowchildren: How similar are they to beliefs of Western children?  Developmental Psychology, 31, 285-299.

Stetsenko, A.,  Little, T. D.,  Oettingen, G., & Baltes, P. B.  (1997).  Razvitije predstavlenij o shkolnoj dejatelnosti u detej: Kross-kulturnoe issledovanije [Development of children’s conceptions about school performance: A cross-cultural study]. Voprosi Psihologii [Russian Journal of Psychological Issues], 6, 3-25.

Grob, A.,  Little, T. D.,  Wanner, B., Wearing, A. J., & Stetsenko, A. (Euronet) (1996).  Adolescents’ well-being and perceived control across fourteen sociocultural contexts.  Journal of Personality and Social Psychology, 71, 785-795.

Little, T. D., Oettingen, G., Stetsenko, A., & Baltes, P. B.  (1995).  Children’s action-control beliefs and school performance: How do American children compare with German and Russian children?  Journal of Personality and Social Psychology, 69,  686-700.

Stetsenko, A. P. (1995). The role of the principle of object-relatedenss in the theory of activity.  Journal of Russian & East European Psychology, Vol 33(6), Nov-Dec, pp. 54-69.

Stetsenko, A. (1995). Review of the Defectology and mental deficiency by Lev S. Vygotsky (in French). Swiss Journal of Psychology, 54 (4), 305-305, 1995.

Stetsenko, A. (1993). Vygotsky: Reflections on the reception and further development of his thought. Multidisciplinary Newsletter for Activity Theory, 13/14, 38-45.