Learning and Expanding with Activity Theory
by Edited by Annalisa Sannino , Harry Daniels , Kris D. GutiérrezFormat: Paperback
Pub. Date: 2009-08-17
Publisher(s): Cambridge University Press
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Summary
The book is a collection about cultural-historical activity theory as it has been developed and applied by Yrjo Engeström. The work of Engeström is both rooted in the legacy of Vygotsky and Leont'ev and focuses on current research concerns that are related to learning and development in work practices. His publications cross various disciplines and develop intermediate theoretical tools to deal with empirical questions. In this volume, Engeström's work is used as a springboard to reflect on the question of the use, appropriation, and further development of the classic heritage within activity theory. The book is structured as a discussion among senior scholars, including Y. Engeström himself. The work of the authors pushes on classical activity theory to address pressing issues and critical contradictions in local practices and larger social systems.
Table of Contents
| Activity theory between historical engagement and future-making practice | |
| Units of Analysis | |
| Cultural-historical activity theory and organization studies | |
| Uses of activity theory in written communication and research | |
| On the inclusion of emotions, identity, and ethico-moral dimensions of actions | |
| Mediation and Discourse | |
| Mediation as a means of changing collective activity | |
| Digital technology and mediation: a challenge to activity theory | |
| Contextualizing social dilemmas in institutional practices: negotiating objects of activity in labour market organizations | |
| Expansive Learning and Development | |
| The concept of development in cultural-historical activity theory: vertical and horizontal | |
| Two theories of organizational knowledge and creation | |
| Contradictions of high technology capitalism and the emergence of new forms of work | |
| Spinozic re-considerations on the concept of activity: politico-affective process and discursive practice in the transitive learning | |
| Subjectivity, Agency, and Community | |
| From the systemic to the relational: relational agency and activity theory | |
| Expansive agency in multi-activity collaboration | |
| The communicative construction of community: authority and organizing | |
| Research leadership: productive research communities and the integration of research fellows | |
| Interventions | |
| Who is acting in an activity system | |
| Past experiences and recent challenges in participatory design research | |
| Clinic of activity: the dialogue as instrument | |
| Epilogue: the future of activity theory | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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