Eugene Matusov's Publications

Matusov, E., Pease-Alvarez, P., Angelillo, C., & Chavajay, P. (manuscript). Critical dialoguing as a way to negotiate meaning beyond wizard’s walls.

Matusov, E. (2009, in press). Schooling as an industry of economy. Review of the book [Sidorkin, A. (2009). Labor of learning: Market and the next generation of educational reform. Rotterdam: Sense Publishers.] Power & Education.

Matusov, E. (2010, in press). Irreconcilable differences in Vygotsky’s and Bakhtin’s approaches to the social and the individual: An educational perspective. Culture & Psychology.

Matusov, E., DePalma, R., & Smith, M. (2010, in press). The creation and maintenance of a “learning-loving minority” in conventional high school: A research-based response to John Ogbu. Oxford Review of Education, 36(4).

Matusov, E. (2009). Journey into dialogic pedagogy (13-chapter monograph). Hauppauge, NY: Nova Publishers.

Sullivan, P., Smith, M., & Matusov, E. (2009). Bakhtin, Socrates and the carnivalesque in education. New Ideas in Psychology, 27 (3), 305-362.

DePalma, R., Matusov, E., & Smith, M. (2009). Smuggling authentic learning into the school context: Transitioning from an innovative elementary to a conventional high school. Teachers College Record, 111 (4), 934-972.

Méndez, L., Lacasa, P., & Matusov, E. (2008). Transcending the zone of learning disability: Learning in contexts for everyday life. European Journal of Special Needs Education, 23 (1), 63-73.

Baker-Sennett, J., Matusov, E., & Rogoff, B. (2008). Children's planning under the direction of adults or other children. Social Development, 17(4), 999-1018.

Matusov, E. (2008). Sociocultural approach to Vygotskian academia: “Our tsar isn’t like yours, and yours isn’t like ours.” Culture & Psychology, 14 (1), 5-35.

Matusov, E. (2008). Dialogue with cultural-historical Vygotskian colleagues about a sociocultural approach. Culture & Psychology, 14 (1), 81-93.

Matusov, E., & Hampel, R. (2008). Two perspectives on promotion. Academe, 94 (1), 37-39.

Mayo, C., Alburquerque Candela, M., Matusov, E., & Smith M. (2008). Families and schools apart: University experience to assist Latino/a parents’ activism. In F. Peterman (Ed.), Partnering book: Community activism in partnering to prepare urban teachers, pp., 103-132. Washington, DC: American Association of Colleges for Teacher Education.

Matusov, E., DePalma, R. & Drye, S. (2007). Whose development? Salvaging the concept of development within a sociocultural approach to education. Educational Theory, 57 (4), 403-421.

Matusov, E., St. Julien, J., Lacasa, P., & Alburquerque Candela, M. (2007). Learning as a communal process and as a byproduct of social activism. Outlines: Critical Social Studies, 1(1), 21-37.

Matusov, E., Smith, M., Candela, M. A., & Lilu, K. (2007). “Culture has no internal territory”: Culture as dialogue. In J. Valsiner & A. Rosa (Eds.), The Cambridge Handbook of Socio-Cultural Psychology (pp. 460-483). Cambridge, UK: Cambridge University Press.

Matusov, E. (2007). In search of "the appropriate" unit of analysis for sociocultural research. Culture & Psychology, 13(3), 307–333.

Matusov, E. (2007). Application of Bakhtin scholarship on discourse and education: A critical review essay. Educational Theory, 57 (2), 215-237.

Matusov, E., & Smith, M. P. (2007). Teaching imaginary children: University students’ narratives about their Latino practicum children. Teaching and Teacher Education, 23(5), 705-729.

Hayes, R., & Matusov, E. (2005). Designing for dialogue in place of teacher talk and student silence. Culture and Psychology, 11(3), 339-357.

Matusov, E., Hayes, R., & Pluta, M. J. (2005). Using a discussion web to develop an academic community of learners. Educational Technology & Society, 8(2), 16-39.

Matusov, E., St. Julien, J., & Hayes, R. (2005). Building a creole educational community as the goal of multicultural education for preservice teachers. In L.V. Barnes (Ed.), Contemporary Teaching and Teacher Issues, pp. 1-38. Hauppauge, NY: Nova Publishers.

Hayes, R., & Matusov, E. (2005). From ‘ownership’ to dialogic addressivity: Defining successful digital storytelling projects, Technology, Humanities, Education, Narrative (THEN) Journal, March 3, available online: http://thenjournal.org/feature/75.

Matusov, E. (2004). Bakhtin's debit in educational research: Dialogic pedagogy. Journal of Russian & East European Psychology, 42(6), 3-11.

Matusov, E. & St. Julien, J. (2004). Print literacy as oppression: Cases of bureaucratic, colonial, totalitarian literacies and their implications for schooling. TEXT International Journal, 24(2), 197-244.

Matusov, E., Pleasants, H., & Smith, M. (2003). Dialogic framework for cultural psychology: Culture-in-action and culturally sensitive guidance. Review Interdisciplinary Journal on Human Development, Culture and Education, 4(1), available online: http://cepaosreview.tripod.com/Matusov.html

Matusov, E. (2002). Culturally constructed guidance and learning: Principles of adult-children engagement in a Mexican Mazahua Indian community and in school. [Review of the book Learning as cultural practice: How children learn in a Mexican Mazahua community by M. de Haan]. Mind, Culture, and Activity, 9(3), 241-247.

Matusov, E., & Rogoff, B. (2002). Newcomers and oldtimers: Educational philosophy-in-actions of parent volunteers in a community of learners school. Anthropology and Education Quarterly, 33(4), 1-26.

Matusov, E., Bell, N., & Rogoff, B. (2002). Schooling as cultural process: Shared thinking and guidance by children from schools differing in collaborative practices. In R. Kail & H. Reese (Eds.) Advances in Child Development and Behavior, Vol. 29, pp. 129-160. Cambridge University Press.

Matusov, E., & Hayes, R. (2002). Building a community of educators versus effecting conceptual change in individual students: Multicultural education for preservice teachers. In G. Wells & G. Claxton (Eds.) Learning for life in the 21^st century: Sociocultural perspectives on the future of education, pp. 239-251. Cambridge University Press.

Hayes, R. & Matusov, E. (2001). [Review of book Research on Young Blind Children's Development: Struggles With a Deficit Model and Cognitivism Language Development and Social Interaction in Blind Children, by M. Perez Pereira and G. Conti-Ramsden; Hove, UK: Psychology Press, 1999.] Linguistics and Education, 12(4), 467-470.

Matusov, E. (2001). Intersubjectivity as a way of informing teaching design for a community of learners classroom. Teaching and Teacher Education, 17(4), 383-402.

Matusov, E. (2001). Vygotskij's theory of human development and new approaches to education. In N. J. Smelser and P. B. Baltes (Eds), International Encyclopedia of the Social and Behavioral Sciences. Elsevier Science Ltd, Oxford.

Matusov, E. (2001). Becoming an adult member in a community of learners. In L. Bartlett, C. Goodman-Turkanis, & B. Rogoff (Eds.), Learning together: Children and adults in a school community. New York: Oxford University Press.

Matusov, E., St. Julien, J., & Whitson, J. A. (2001). PBL in preservice teacher education. In S. Groh, B. Duch, and D. Allen (Eds), The power of Problem-based Learning: A practical "How To" for teaching undergraduate courses in any discipline (pp.237-249). Sterling, VA: Stylus Publishing.

Matusov, E. (2001). [Review of the book The theory of developmental learning activity in education: Dialectics of the learning content, by M. Hedegaard & J. Lompscher (Eds.)]. Culture and Psychology, 7(2), 231-240.

Tisa, L., & Matusov, E. (2001). [Review of the book Watch IT: The risks and promises of information technology for education by N. Burbules and T. Callister]. Education Review.

Matusov, E., & Hayes, R. (2000). Sociocultural critique of Piaget and Vygotsky. In New Directions in Psychology, 18(2-3): 215-239.

Matusov, E. (2000, November). La Red Mágica: Building a professional community of educators. About Teaching: A newsletter of the Center for Teaching Effectiveness, University of Delaware, 54.

Matusov, E. (1999). How does a community of learners maintain itself: Ecology of an innovative school. Anthropology and Education Quarterly, 30 (2), 161-186.

Matusov, E., Lowery, P., Bergeron, V., Hayes, R., Letts, W., & McKinney, M. (1999). [Review of the book Schools for growth: Radical alternatives to current educational models, by L. Holzman]. Anthropology and Education Quarterly, 30 (3).

Matusov, E. (1998). When solo activity is not privileged: The participation and internalization models of development. Human Development, 41, 326-349.

Matusov, E. (1997). [Review of the book Constructionism in Practice: Designing, Thinking, and Learning in a Digital World, Y. Kafai and M. Resnick (Eds.)]. Journal of Educational Computing Research, 16(4), 397-404.

Matusov, E. (1997). The types of students' communication for ideal school. [Review of the book The types of communication in education by G. A. Zukerman] Mind, Culture, and Activity, 4(2), 132-136.

Baker-Sennett, J., & Matusov, E. (1997). School "performance": Improvisational processes in development and education. In R. K. Sawyer (Ed.), Creativity in performance. New York: Ablex.

Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture, and Activity, 3(1), 25-45.

Matusov, E., & White, C. (1996). Defining the concept of open collaboration from a sociocultural framework. Cognitive Studies: The Bulletin of the Japanese Cognitive Science Society, 3(4), 10-13.

Rogoff, B., Matusov, E., & White, C. (1996). Models of learning in a community of learners. In D. R. Olson & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching, and schooling. London: Basil Blackwell.

Matusov, E. (1996). Replicability in research: Crisis of positivist ideology in social sciences [Review of the book Reconstructing the mind: Replicability in research on human development]. Theory & Psychology, 6(3), 545-547.

Matusov, E., & Rogoff, B. (1995). Evidence of development from people's participation in communities of learners. In J. Folk (Ed.), Public institutions for personal learning: Understanding the long-term impact of museums. Washington, DC: American Association of Museums.

Matusov, E., Bell, N., & Rogoff, B. (1994). [Review of the book Situated learning: Legitimate peripheral participation by J. Lave and E. Wenger.] American Ethnologist, 21, 918-919.

Rogoff, B., Baker-Sennett, J., & Matusov, E. (1994). Considering the concept of planning. In M. Haith, J. Benson, B. Pennington, & R. Roberts (Eds.), Future-oriented processes. Chicago: University of Chicago Press.

Matusov, E., & Rogoff, B. (1993). Dual approaches to development in context [Review of book Context and Development]. Contemporary Psychology, 38, 1087-1088.

Baker-Sennett, J., Matusov, E., & Rogoff, B. (1993). Development in planning and planning in development. In H. Reese (Ed.), Advances in child development and behavior, (Vol.24), New York: Academic Press.

Rogoff, B., Chavajay, P., & Matusov, E. (1993). Questioning assumptions about culture and individuals [Invited commentary on the article "Cultural learning"]. Behavioral and Brain Sciences, 16:3.

Baker-Sennett, J., Matusov, E., & Rogoff, B. (1992). Sociocultural processes of creative planning in children's playcrafting. In P. Light & G. Butterworth (Eds.) Context and cognition: Ways of learning and knowing. Hertfordshire, UK: Harvester-Wheatsheaf.

Fogel, A., Nwokah, E., Dedo, J., Messinger, D., Dickson, L., Matusov, E., & Holt, S. (1992). Social process theory of emotion: A dynamic systems approach. Social Development, 1, 122-150.