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Confronting Biological Reductionism from a Social Justice Agenda: Transformative Agency and Activist Stance

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Title: Confronting Biological Reductionism from a Social Justice Agenda: Transformative Agency and Activist Stance
Language: English
Authors: Stetsenko, Anna
Source: Literacy Research: Theory, Method, and Practice. Nov 2018 67(1):44-63.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Biology, Racial Bias, Gender Bias, Disabilities, Social Bias, Stereotypes, Neurosciences, Genetics, Cultural Influences, Individual Characteristics, Academic Achievement, Social Influences, Teaching Experience, Teacher Competencies, Social Justice, Equal Education, Activism, Child Development
DOI: 10.1177/2381336918787531
ISSN: 2381-3369
Abstract: This article draws attention to contemporary research and theorizing that counters and resolutely dispels biological determinism laden with a plethora of mythic racial, gender, dis/ability and other types of unproven assumptions, conjectures, and biases. Based on a wide range of emerging conceptual breakthroughs and a growing body of evidence across neurosciences, epigenetics, developmental systems perspectives, and activity-centered cultural-historical frameworks, the argument can be made that all persons have infinite potential--incalculable in advance, unlimited, and not predefined in terms of any putatively inborn "endowments." From this perspective, educational success is correlative with access to social resources and mediators such as teacher experience and skills. These and other radical implications can be drawn out with more force if this emerging body of anti-reductionist and anti-biodeterminist knowledge is connected to and integrates critical and sociocultural scholarship with agendas of social justice and equality such as exemplified in works by Marx and Vygotsky. At the same time, critical and sociocultural scholarship can draw on this emerging body of knowledge to support its struggles for a better society and education. For these two broad strands of scholarship to connect and benefit from each other, a revision of the role of subjectivity and activism in research is required, with steps in this direction discussed in this article.
Abstractor: As Provided
Number of References: 78
Entry Date: 2018
Accession Number: EJ1196969
Database: ERIC
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  Data: This article draws attention to contemporary research and theorizing that counters and resolutely dispels biological determinism laden with a plethora of mythic racial, gender, dis/ability and other types of unproven assumptions, conjectures, and biases. Based on a wide range of emerging conceptual breakthroughs and a growing body of evidence across neurosciences, epigenetics, developmental systems perspectives, and activity-centered cultural-historical frameworks, the argument can be made that all persons have infinite potential--incalculable in advance, unlimited, and not predefined in terms of any putatively inborn "endowments." From this perspective, educational success is correlative with access to social resources and mediators such as teacher experience and skills. These and other radical implications can be drawn out with more force if this emerging body of anti-reductionist and anti-biodeterminist knowledge is connected to and integrates critical and sociocultural scholarship with agendas of social justice and equality such as exemplified in works by Marx and Vygotsky. At the same time, critical and sociocultural scholarship can draw on this emerging body of knowledge to support its struggles for a better society and education. For these two broad strands of scholarship to connect and benefit from each other, a revision of the role of subjectivity and activism in research is required, with steps in this direction discussed in this article.
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