ABSTRACT
The National Research Council's recommendations make conspicuously little use of ideas about the link between identity and learning and about cultural mediation stemming from Lev Vygotsky's theory. Vygotsky's project was perhaps the first attempt in the history of psychology to construe a theory of development and teaching-learning closely aligned with ideology, ethics and politics of social justice and equality. One way to further expand Vygotsky's tenets in light of the activist-transformative stance proposed herein on teaching-learning and to link it to identity development is to consider the relevance not just of the past and present practices but also of future activities envisioned by learners. In other words, it highlights that human development proceeds as a continuous unfolding of activist, answerable deeds united on the grounds of one ceaseless process of 'ideological becoming' in pursuit of meaningful changes in the world.
