Keywords
Mediation
Education
Foucault
Societal change
Technologies of the self
Vygotsky
Young women
How to Cite
Abstract
What means “reflecting” and what is the role of reflecting at school?
This article elaborates on different modes of reflecting at schools where students
share experiences of social exclusion, poor performance in mainstream
educational settings, economic challenges, and family-related problems. These
materials stem from my own ethnographic research that took place at an
experimental vocational school in Germany in 2004 and 2005, and an a
posteriori analysis of a school project that took place at the Woodrow Wilson
High School in Long Beach, California from 1994 to 1998. Echoing Foucault as
well as Vygotsky, the article demonstrates how diaries and narrations by young
women written in different educational contexts promoted different forms of
communication between teachers and female students as well as qualitatively
distinct modes of reflection. The analysis explores the significance of these
differences for educational and educational-psychological practice. The article
experiments with writing: it unfolds as a theatre play in 8 acts and 2 interludes.
The play is however not written to an end and the next and closing acts remain
unknown.
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