Anna Stetsenko came to CUNY in 1999 (serving as head of Developmental Psychology from 2000 to 2008 and at present) 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 identity and agency viewed through the lens of social transformation. Her recent works extend cultural-historical activity theory to bring to the fore imagination, agency and activist stance as central to development and learning. This work draws on situated, dynamic, distributed, collaborative and embodied perspectives on human mind 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.
Potential areas of Research Supervision include (but are not limited to): The development of self, identity, agency and gender; culture and development; development in contexts of social institutions such as schools, daycare and welfare systems; sociocultural and cultural-historical theories; learning and development; the role of play in development; applying innovative theories of development to understanding processes of growth and learning; disability and child welfare policies; creativity, play, and agency.
Stetsenko, A. (2016). The transformative mind: Expanding Vygotsky’s approach to development and education. New York, NY: Cambridge University Press. (reviews by T. R. Bidell in Human Development, 2017, 60, 55-59; by B. Nardi in Mind, Culture and Activity, 2017, 24, 393-396).
Stetsenko, A., & Sawyer, J. (2016). Culture and development. In H. Miller (General Editor), SAGE Encyclopedia of Theory in Psychology (pp. 210-213). Thousand Oaks, CA: SAGE.
Stetsenko, A. (2018). Creativity as dissent and resistance: Transformative approach premised on social justice agenda. In I. Lebuda and V. Glaveanu (Eds.), The Palgrave Handbook of Social Creativity. London, UK: Springer.
Stetsenko, A. (2017). Putting the radical notion of equality in the service of disrupting inequality in education: Research findings and conceptual advances on the infinity of human potential. Review of Research in Education (special issue on Disrupting Inequalities, ed. by M. Winn and M. Souto-Manning), Vol. 41, pp. 112–135.
Stetsenko, A., & Ho, P-C. G. (2015). The serious joy and the joyful work of play: Children becoming agentive actors in co-authoring themselves and their world through play. International Journal of Early Childhood, 47(2), 221-234.
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.