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The future of activity theory : a rough draft

In Annalisa Sannino, Harry Daniels & Kris D. Gutierrez (eds.), Learning and expanding with activity theory. New York: Cambridge University Press. pp. 303--328 (2009)

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  1. Agency as power: An ecological exploration of an emerging language teacher leaders’ emotional changes in an educational reform.Yuan Gao & Yaqiong Cui - 2022 - Frontiers in Psychology 13.
    Teacher emotion, an important aspect of language teacher psychology, has recently drawn growing attention in language teacher development studies. Previous research has shown that language teachers, typically pressured by heavy workloads, may face emotional challenges from multiplied sources, especially in the context of educational changes such as curriculum reform and the COVID-19 emergency. Current literature on teachers’ emotions largely centers around ordinary language teachers, with teacher leaders whose agentic actions often exert greater influence on the effectiveness of educational changes rarely (...)
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  • Unravelling cultural-historical activity theory (CHAT): Leontiev's and Engeström's approaches to activity theory.Ngo Cong-Lem - 2022 - Knowledge Cultures 10 (1):84-103.
    Activity theory has long been an influential framework in the field of education. However, its theoretical concepts are not easily grasped by scholars, mainly due to difficulties in translation from the original Russian works, the complexity of these concepts and multiple versions embedded within the tradition. The two major approaches within activity theory were established by Leontiev and another version proposed later by Engeström, and they have often been confused and conflated together in the literature. This paper provides a much-needed (...)
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  • From a Sociological Given Context to Changing Practice: Transforming Problematic Power Relations in Educational Organizations to Overcome Social Inequalities.Yannick Lémonie, Vincent Grosstephan & Jean-Luc Tomás - 2021 - Frontiers in Psychology 11:608502.
    In 2012, the international PISA survey reinforced the observation that the French educational system is one of the most unequal among OECD countries. The observation of serious inequalities in access to educational success for pupils from disadvantaged backgrounds could lead to a pessimistic vision suggesting that any possibility of transformation of the system is doomed to failure. Thus, the fight against inequalities in access to educational success is a form of runaway object which constitutes a challenge for research which treats (...)
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  • Transcending the Dualisms of Activity Theory.Iskra Nunez - 2013 - Journal of Critical Realism 12 (2):141 - 165.
    This article employs the basic tenets of critical realism to provide a philosophical foundation for understanding and resolving the dualisms of activity theory. Its argument follows in four parts. First I develop an immanent critique that shows the problems within activity theory; it reveals that several dualisms were present from the onset, and further that an implicit ontology allows activity theorists to presuppose critical realism in practice. I claim that the historical development of activity theory is marked by attempts to (...)
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  • Intervention Research in a Public Elementary School: A Critical-Collaborative Teacher Education Project on Reading and Writing.Maria Cecília Camargo Magalhães - 2016 - Outlines. Critical Practice Studies 17 (1):39-61.
    This Teacher Education Project is an intervention research aimed at creating new school roles for educating students as readers and writers as well as citizens. The methodological framework was based on Vygotsky’s discussions of method as praxis, as well as on both the Marxist practical–materialistic–revolutionary activity and Engeström’s extensions of Cultural Historical Activity Theory. The work at school was motivated by students’ limited awareness of reading and writing. The goal was to involve the school as a community in understanding and (...)
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  • Developing a Tool for Cross-Functional Collaboration: the Trajectory of an Annual Clock.Riikka Ruotsala - 2014 - Outlines. Critical Practice Studies 15 (2):31-53.
    This empirical study examines how practitioners from the organizational functions of human resources, occupational safety and occupational health services within a Finnish industrial organization view the challenges that production supervisors face in their daily work. The article presents a formative intervention, which focuses on supervisors’ changing work and how these organizational support functions could collaboratively serve supervisors better, especially in their task of promoting well-being at work. The article approaches this collective learning effort from the framework of the Cultural Historical (...)
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  • A Gramscian perspective on developmental work research: Contradictions, power and the role of researchers reconsidered.Tiina Kontinen - 2013 - Outlines. Critical Practice Studies 14 (2):106-129.
    The article presents a Gramscian reading of organisational interventions within the framework of developmental work research. Developmental work research is based on Engeström’s concepts of activity system and expansive learning cycle. It utilizes the theoretical vocabulary provided by Marx and Ilyenkov and is situated in the traditions of cultural-historical and critical research. In recent years, critical commentaries have pointed to a need to reconsider questions related to transformation, contradictions and power within the approach. The Gramscian reading here suggests that the (...)
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