ABSTRACT
This chapter describes implied and explicit definitions of history in the work of sociocultural theorists. It examines continuity, disruption, and their narration across several models of mind and society: a generational model developed by Cole, an organizational model developed by Y. Engestrom and R. Miettinen and Engestrom, and a model of classroom practice developed by K. D. Gutierrez and L. Stone. The chapter focuses on poststructural and critical race theories to analyze the meaning and effects of absent, paradoxical, and incommensurable forms of historical knowledge in education. It returns to the discussion with Allison and Elizabeth to illustrate definitions of history and their implications for sociocultural theory and related pedagogy. The book, Virgie Goes to School With Us Boys and Kate Lyman’s use of 19th-century school practices in her 21st-century classroom, illustrate important relationships between the narration and production of cultural forms in classrooms.
