Anna Stetsenko came to CUNY in 1999 (serving as head of Developmental Psychology from 2000 to 2008) with years of experience in leading research centers and universities across Europe including postdoctoral fellowship in Max Planck Institute (Germany) and assistant professorship in Bern University (Switzerland). Her research is situated at the intersection of human development, education and social theory including topics of subjectivity and agency viewed through the lens of social transformation. Her recent works extend cultural-historical activity theory to bring to the fore imagination, agentive positioning and activist stance as central conditions for development and learning. This work draws on cutting-edge advances in situated, dynamic, distributed, collaborative and embodied perspectives on human mind and agency coupled with critical pedagogy and feminist perspectives. This approach has been applied to understand and improve teaching and learning practices and social services for students with disabilities, welfare programs, play and early education contexts and in community college. Prof. Stetsenko is currently collaborating on a project in a community college, together with Dr. Eduardo Vianna, that engages students as social and agentive actors by providing collaborative spaces and critical-theoretical tools to facilitate and expand their agency through activist engagement in transforming alienating and oppressive practices in college and beyond.
Research Interests and potential areas of Research Supervision include (but are not limited to): applying innovative theories of human development to understanding processes of growth and learning; educational practices and curricula; disability and child welfare policies; creativity, play, agency, identity development, and gender.
Stetsenko, A. (2015). Theory for and as social practice of realizing the future: Implications from a transformative activist stance. In The Wiley Handbook of Theoretical and Philosophical Psychology edited by Jack Martin, Jeff Sugarman, and Kathleen Slaney. NY: Wiley.
Stetsenko, A. (2014). Transformative activist stance for education: Inventing the future in moving beyond the status quo. In T. Corcoran (Ed.), Psychology in Education: Critical Theory~Practice (pp. 181-198). Rotterdam, The Netherlands: Sense Publishers.
Stetsenko, A. (2012). Personhood: An activist project of historical Becoming through collaborative pursuits of social transformation (invited paper for the Special Issue on Personhood, edited by Jack Martin and John Bickhart). New Ideas in Psychology, 30, 144–153.
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.
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 (9), 44-49.
Stetsenko, A. (2010). Teaching-learning and development as activist projects of historical Becoming: Expanding Vygotsky’s approach to pedagogy. Pedagogies: An International Journal (Special Issue on Vygotskian approaches to pedagogy edited by W.-M. Roth and Y.-J. Lee). Vol. 5, No. 1, 6–16.
Stetsenko, A. (2008). From relational ontology to transformative activist stance: Expanding Vygotsky's (CHAT) project. Cultural Studies of Science Education, 3, 465-485.
Vianna, E., & Stetsenko, A. (2014). Research with a transformative activist agenda: Creating the future through education for social change. In J. Vadeboncoeur (ed.), Learning In and Across Contexts: Reimagining Education. National Society for the Studies of Education Yearbook, 113, Issue 2, pp. 575–602.