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1 Curriculum Vitae Anna Stetsenko, Ph.D., Full Professor Ph.D. Program in Psychology

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1 Curriculum Vitae Anna Stetsenko, Ph.D., Full Professor Ph.D. Program in Psychology Curriculum Vitae Anna Stetsenko, Ph.D., Full Professor Ph.D. Program in Psychology (Subprogram Head, 2000-2009) and Ph.D. Program in Urban Education The Graduate Center, The City University of New York (CUNY) Tel. 212 817 87 15; e-mail: [email protected] SYNOPSIS Anna Stetsenko is a Full Professor in the PhD Program in Psychology, with joint appointment in the PhD Program in Urban Education at The Graduate Center CUNY. Her research is situated at the intersection of human development, social theory and education including topics of subjectivity, collective agency, and personhood viewed through the lens of social change. Prior to working in the US, she worked at universities and research centers in Russia, Germany, Switzerland and Austria. Her publications on transformative activist stance draw on cutting-edge advances in philosophy and sociology of practice, feminist and postmodernist materialism, dynamic systems theory, situated and embodied cognition, and cultural-historical activity frameworks. She is currently exploring its implications for studying political imagination, utopia, collective action, and activism. She is increasingly drawing on social and political theory to interrogate traditional gaps including between individual and collective agency and between subjectivity and social action. She has published in English, Russian, Italian and German. Her theory has been characterized “as exemplifying major currents in developmental theorizing about agency” (Sugarman & Sokol, New Ideas in Psychology , 2012) and her recent chapter as among “the most provocative and probing essays you will ever read on the nature of human personhood” (Dan McAdams, The Psychology of Personhood book cover blurb, 2013) EMPLOYMENT • Full Professor (since 2008-present) and Subprogram Head (2000-2009), PhD Subprogram in Developmental Psychology, The Graduate Center, The City University of New; Associate Professor (1999-2008). 1 • Faculty member (joint appointments) in the PhD Program in Urban Education at the Graduate Center and the Center for the Study of Women and Society, CUNY. • October, 1993 - August, 1999: Assistant Professor, Department of Developmental Psychology, Institute of Psychology, University of Bern, Switzerland. • September 1991 to September 1993: Post-doctoral research fellow at the Max Planck Institute for Human Development and Education, Berlin, Germany. • Senior research scientist (December 1989 to August 1991): Institute of General and Educational Psychology, Russian Academy of Education, Moscow, Russia. • Research scientist (August 1984 to December 1989) and Doctoral research fellow (9/80 to 6/84): both at Moscow State University, Department of Psychology, Moscow, Russia. • PhD in Psychology, 1984, Moscow State University, Russia. SELECTED LIST OF RELEVANT PUBLICATIONS 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: Cambridge University Press. Stetsenko, A. (2012). Personhood: An activist project of historical becoming through collaborative pursuits of social transformation (invited paper for the Special Issue on Personhood). New Ideas in Psychology, 30 , 144–153. Stetsenko, A. (2012). Kulturhistorische Schule [Cultural-historical school]. In Historisch- kritisches Wörterbuch des Marxismus [Historical-Critical Encyclopeia of Marxis ] (Vol. 8/I, col. 378-392). Hamburg: Argument-Verlag. 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 , 44-49. 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. 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). 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. 53-75). New York: Springer. 2 Stetsenko , A. (2010). Teaching-learning and development as activist projects of historical Becoming: Expanding Vygotsky’s approach to pedagogy. Pedagogies: An International Journal , Vol. 5 (1), 6–16. Stetsenko, A., & Arievitch, I. (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: Columbia University 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. In O. Barbarin and B. H. Wasik (Eds.), Handbook of Child Development and Early Education. (pp. 38-54). NY: Guilford Press. Stetsenko, A. (2008). From relational ontology to transformative activist stance: Expanding Vygotsky's (CHAT) project. Cultural Studies of Science Education, 3, 465-485. -- Reprinted in P. Jones (Ed.), Marxism and Education. Renewing the Dialogue, pedagogy, and culture (pp. 165-192). London: Palgrave MacMillan. 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., & Sawchuk, P. (2008). Sociology for a non-canonical activity theory: Exploring intersections and complementarities. Mind, Culture and Activity , 15 (4), 339-360. 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, ed. Lois Holzman), 16 (1), 81-108. Stetsenko, A. (2006). Культурно -историческая теория : Не -классический подход к «неклассической » теории [Cultural-historical activity theory: Non-classical approach to non-classical psychology]. In A. Leotniev (Ed.), Teorija dejatelnosti: Vchera, segodnja, zavtra [Theory of activity: Yesterday, today, tomorrow ] (pp. 16- 39). Moscow: Smysl Publishers. 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. Stetsenko, A. (2005). Activity as object-related: Resolving the dichotomy of individual and collective types of activity. Mind, Culture, & Activity , 12 (1), 70-88. 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., & 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., & Arievitch, I. (2004). The self in cultural-historical activity theory: 3 Reclaiming the unity of social and individual dimensions of human development. Theory & Psychology, 14 (4 ), 475-503. Stetsenko, A. (2004). Introduction to Vygotsky’s “Tool and sign”. 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. In D. Bearison and B. Dorval, Collaborative cognition: Children negotiating ways of knowing (pp. 122- 135). Westport, CT: Ablex. Stetsenko A., & Arievitch, I. (2002). Teaching, learning, and development. 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. Stetsenko, A. (2002). Adolescents in Russia: Surviving the turmoil and creating a brighter future. In B. Bradford Brown & R. Larsson (Eds.), The world of adolescence: Changing paths to adulthood around the globe (pp. 243-276). New York, NY: Cambridge University Press. 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
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