ABSTRACT
In keeping with a general theme of this volume, this chapter discusses an educational application of developmental theory. The intervention that I describe was designed to instill academic motivation and basic literacy skills in a group of high-risk children. I characterize the results of the intervention as a story of learning and resistance, played out between researchers, teachers, and students. The conclusions that I draw pertain to the difficulties of applications that are directed at promoting change in modern-day educational settings such as schools and community-based learning programs.
