The Sociocultural Psychology as a Postformal Theory of Academic Achievement: Interrogating Formal Education
Keywords:
Downloads
Abstract
The present paper interrogates the dominance of formal education. As formal education system relies on ability based academic achievement as a goal, exploring post-formal approaches, such as sociocultural notion of academic achievement is the hallmark of present paper. An attempt is made to interrogate the existing cultural dominance in formal education referring to the need of ability stereotyped groups, not discarding formal education totally. Taking the route from sociocultural experience of children, paper also explores their process of social identification with the present educational system. The way students identification gets constructed and co-constructed, either acknowledges or discards the achievement domain of education, is the major point of contention. Overall, the paper tries to answer the basic psychological question that “Why particular form of education and achievement under the mainstream discourse of education is legitimized and valued in the social psychological representations?”
Downloads
References
American Psychological Association Task Force on Socioeconomic Status (2006). Report of the task force on socioeconomic status. Washington, DC: American Psychological Association.Retrievedin2010,from www.apa.org/pi/ses/resources/publications/task-force-2006.pdf
Google Scholar CrossrefBeteille, A. (2007). Classes and communities. Economic and Political Weekly (March 17).
Google Scholar CrossrefBlock, A. (1995). Occupied reading: Critical foundations for an ecological theory. NewYork: Garland.
Google Scholar CrossrefBlumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice-Hall.
Google Scholar CrossrefBourdieu, P. (1993). Outline of a theory of practice. New York: Cambridge University Press.
Google Scholar CrossrefBurkitt, I. (2008). Social Selves: Theories of Self and Society. 2nd ed. London: Sage Publications.
Google Scholar CrossrefCarr, P. B., & Dweck, C. S. (2011). Intelligence and motivation. In R. J. Sternberg & S. B. Kaufman (Eds.), The Cambridge handbook of intelligence (pp. 748-770). New York: Cambridge University Press.
Google Scholar CrossrefCobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31 (3/4), 175-190.
Google Scholar CrossrefCohen, A. B. (2009). Many forms of culture. American Psychologist, 64 (3), 194-204.
Google Scholar CrossrefDreze, J., & Sen, A. (2008). India Development and Participation. New Delhi: Oxford.
Google Scholar CrossrefDriscoll, M. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon.
Google Scholar CrossrefDweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95 (2), 256-273.
Google Scholar CrossrefDweck, C. S., & Master, A. (2008). Self-theories motivate self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 31–51). Mahwah, NJ: Erlbaum
Google Scholar CrossrefFord, R., & Johnson, C. (1998). The perception of power: Dependence and legitimacy in conflict. Social Psychology Quarterly, 61 (1), 16–32.
Google Scholar CrossrefFrench, J. R. P. Jr., & Raven, B. H. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in Social Power (pp. 150–67). Ann Arbor: University of Michigan.
Google Scholar CrossrefFreire, P. (1970). Pedagogy of the oppressed. New York and London: Continuum.
Google Scholar CrossrefGallagher, S. (1999). An Exchange of Gazes. In J. L. Kincheloe, S. R. Steinberg & L. E. Villaverde (Eds.), Rethinking Intelligence: Confronting psychological assumptions about teaching and learning (pp. 69-84). Routledge: New York and London.
Google Scholar CrossrefGee, J.P. (1990). Discourses, socio-culturally situated educational theory, and the failure problem. Paper presented at the University of Delaware.
Google Scholar CrossrefGee, J.P. (1996). Social linguistics and literacies: Ideology in discourses. London: Taylor & Francis.
Google Scholar CrossrefGergen, K.J. (1985). The social constructionist movement in modern psychology. American Psychologist, 40 (3), 266–275.
Google Scholar CrossrefGiroux, H. A. (2010). Dumbing down teachers: Rethinking the crisis of public education and the dismiss of the social state. Review of Education, Pedagogy and Cultural Studies, 32, 339-381.
Google Scholar CrossrefHarre, R. (1 986). An outline of the social constructionist viewpoint. In R. Harre (Ed.), The social construction of emotions (pp. 2-14). Oxford: Blackwell.
Google Scholar CrossrefHeath, S.B. (1983). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press.
Google Scholar CrossrefHurd, I. (1999). Legitimacy and authority in international politics. International Organization, 53 (2), 379–408.
Google Scholar CrossrefJanosz, M., Le Blanc, M., Boulerice, B., & Tremblay, R. E. (2000). Predicting different types of school dropouts: A typological approach with two longitudinal samples. Journal of Educational Psychology, 92 (1), 171 – 190.
Google Scholar CrossrefJohn-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3/4), 191-206.
Google Scholar CrossrefJost, J. T., & Banaji, M. R. (1994). The role of stereotyping in system-justification and the production of false consciousness. British Journal of Social Psychology, 33 (1), 1-27.
Google Scholar CrossrefJost, J. T., Banaji, M. R., & Nosek, B. A. (2004). A decade of system justification theory: Accumulated evidence of conscious and unconscious bolstering of the status quo. Political Psychology, 25 (6), 881-919.
Google Scholar CrossrefKasten, W. C. (1992). Bridging the horizon: American Indian belief’s whole language learning. Anthropology & Education Quarterly, 23 (2), 108- 119.
Google Scholar CrossrefKelman, H. C., Hamilton, V. L. (1989). Crimes of Obedience. New Haven, CT: Yale University Press.
Google Scholar CrossrefKincheloe, J. L. (1999). The Foundations of a Democratic Educational Psychology. In J. L. Kincheloe, S. R. Steinberg & L. E. Villaverde (Eds.), Rethinking Intelligence: Confronting psychological assumptions about teaching and learning (pp. 1-26). Routledge: New York and London.
Google Scholar CrossrefKincheloe, J. L., & Horn JR, R. A. (2007). The praeger handbook of education and psychology (vol 1- 4). London: Praeger.
Google Scholar CrossrefKincheloe, J.L., & Steinberg, S.R. (1993). A tentative description of postformal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63 (3), 296–320.
Google Scholar CrossrefKintsch, W. (1988). The role of knowledge in discourse comprehension: a construction-integration model. Psychological Review, 95(2), 163–182.
Google Scholar CrossrefKitchener, R. F. (1991). Jean Piaget: The Unknown Sociologist? The British Journal of Sociology, 42 (3), 421-442.
Google Scholar CrossrefKityama, S., & Uskul, A. K. (2011). Culture, mind, and the brain: Current evidence and future directions, Annual Review of Psychology, 62, 419-449.
Google Scholar CrossrefKuhn, T.S. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.
Google Scholar CrossrefLantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford: Oxford University Press.
Google Scholar CrossrefLitowitz, B. (1993). Deconstruction in the zone of proximal development. In E. Forman, N. Minick, & C. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 184-196). New York: Oxford University Press.
Google Scholar CrossrefMarsh, D. (1993). Freire, Vygotsky, and special education, and me. British Columbia Journal of Special Education, 17 (2), 119-234.
Google Scholar CrossrefMcPhail, J. (1996). The use of narrative methods to explore failure to succeed in medical school. Presented at Annual Meeting of American Educational Research Association ( 77 th), New York.
Google Scholar CrossrefMeacham, S. J. (2001). Vygotsky and the blues: Re-reading cultural connections and conceptual development. Theory into Practice, 40 (3), 190-197.
Google Scholar CrossrefMoll, L. C. (1992). Literacy research in community and classrooms: A sociocultural approach. In J. L Green, M. L Kamil, T. Shanahan (Eds), Multidisciplinary perspectives on Literacy Research (pp. 211-44). Urbana, IL: National council of teaching, England.
Google Scholar CrossrefMoll, L. C., & Whitmore, K. (1993). Vygotsky in classroom practice: Moving from individual transmission to social transaction. In E. A. Forman, N. Minick & C. A. Stone (Eds.), Contexts for Learning: Sociocultural Dynamics in Children's Development (pp. 19-42). New York: Oxford University Press.
Google Scholar CrossrefMoscovici, S., & Hewstone, M. (1983). Social representations and social explanations: From the “naive” to the “amateur” scientist. In M. Hewstone (Ed.), Attribution theory: Social and functional extensions (pp. 98-125). Oxford: Blackwell.
Google Scholar CrossrefMoscovici, S. (1998). Social consciousness and its history. Culture and Psychology, 4, 411-429.
Google Scholar CrossrefMuro, A. (2012). Pedagogies of change: From theory to practice. International Journal of Critical Pedagogy, 4 (1), 2-17.
Google Scholar CrossrefOgbu, J. (1978). Minority education and caste. San Diego, CA: Academic.
Google Scholar CrossrefOgbu, J. U. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahwah, NJ: Lawrence Erlbaum.
Google Scholar CrossrefPalincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-75.
Google Scholar CrossrefPortes, P. R. (2005). Dismantling educational inequality: A cultural-historical approach to closing the achievement gap. New York: Peter Lang.
Google Scholar CrossrefPrawat, R. S. (1996). Constructivisms, modern and postmodern. Educational Psychologist, 31 (3/4), 215-225.
Google Scholar CrossrefSarangapani, P.M. (2003). Constructing school knowledge. New Delhi: Sage.
Google Scholar CrossrefScholes, R. (1985). Textual power. New Haven: Yale University Press.
Google Scholar CrossrefScribner, S., & Cole, M. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press.
Google Scholar CrossrefSirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–53.
Google Scholar CrossrefSleeter, C. E. (2011). Un-standardizing curriculum: multicultural teaching in the standards- based classroom. Urban Education, 46 (4), 880-887.
Google Scholar CrossrefSnibbe, A. C., & Markus, H. R. (2005). You can’t always get what you want: Educational attainment, agency, and choice. Journal of Personality and Social Psychology, 88 (4), 703-720.
Google Scholar CrossrefSteele, C. M. (1992). Race and the schooling of black Americans. Atlantic Monthly, 269, 68–78.
Google Scholar CrossrefSteele, C.M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52 (6), 613-629.
Google Scholar CrossrefSteele, C.M. (2010). Whistling Vivaldi: How stereotypes affect us and what we can do. New York: W. W. Norton & Company.
Google Scholar CrossrefStephens, N. M., Marqus,H. R., & Fryberg, S. A. (2012). Social class disparities in health and education: Reducinginequality by applying a sociocultural self model of behaviour. Psychological Review, DOI: 10.1037/a0029028.
Google Scholar CrossrefStipek, J. D., & Tannatt, L. (1984). Children’s judge judgements of their own and their peers’ academic competence. Journal of Educational Psychology, 76 (1), 75–84.
Google Scholar CrossrefSuchman, M. C. (1995). Managing legitimacy: strategic and institutional approaches. Academy of Management Review, 20 (3), 571–610.
Google Scholar CrossrefShyman, E. (2012). Differentiated instruction as a pedagogy of liberation. International Journal of Critical Pedagogy, 4 (1), 65-75.
Google Scholar CrossrefToulmin, S. (1995). Forward. In R. F. Goodman., & W. R. Fisher (Eds.), Rethinking knowledge: reflections across the disciplines (pp. ix-xv). Albany: NY Press
Google Scholar CrossrefTyler, T. R. (2006). Psychological perspectives on legitimacy and legitimation. Annual Review of Psychology, 57, 375–400.
Google Scholar CrossrefVoss, J. F., Wiley, J., & Carretero, M. (1995). Acquiring intellectual skills. Annual Review of Psychology, 46, 155.81
Google Scholar CrossrefVygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John- Steiner, S. Scribner, E. Souberman (Eds). Cambridge, MA: Harvard University Press.
Google Scholar CrossrefWarikoo, N., & Carter, P. (2009). Cultural explanations for racial and ethnic stratification in academic achievement: A call for a new and improved theory. Review of Educational Research Spring, 79 (1), 366–394.
Google Scholar CrossrefWeisner, T. (1987). Review of J. Wertsch, Vygotsky and Social formation of mind. American Anthropologist, 89 (2), 479-480.
Google Scholar CrossrefWerstch, J., & Tulviste, P. (1992). L. S. Vygotsky and contemporary developmental psychology. Development Psychology, 28 (4), 548-557.
Google Scholar CrossrefWigfield, A., Eccles, J., Yoon, K., Harold, R., Arbreton, C., et al. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A three-year study. Journal of Educational Psychology, 89 (3), 451– 69.
Google Scholar CrossrefWills, P. (1977). Learning to labor: How working class kids get working class job. New York: Columbia University press.
Google Scholar CrossrefWinne, P. H., & Nesbit, J. C. (2010). The psychology of academic achievement. Annual Review of Psychology, 61, 653-678.
Google Scholar CrossrefZweigenhaft, R., & Domhoff, G. (1991). Blacks in the white establishment. New Haven: Yale University Press.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
