Activity Theory and Collaborative Intervention in Education: Expanding Learning in Japanese Schools


Critical problems of contemporary educational research and practiceActivity theory and a paradigm shift in the study of educational changeActivity as a basic category in activity-theoretical research on educational changeNoteI: Activity theory and a new form of educational researchActivity theory as a new framework for educational researchRevolutionary roots of activity theory: interventionism as its historical legacyLeont’ev’s theory of the hierarchical structure of human activityEngeström’s model of object-oriented collective activity systemThree generations of activity theory and beyondThe concept of contradiction in activity theoryInner contradictions as transitional sourcesNoteCollaborative intervention in expansive learning: Agency and hybridity as basic principlesActivity theory and methodology of intervention researchRevisiting Vygotsky’s double stimulationMethodology of formative intervention in school reformNecessity and characteristics of Engeström’s expansive learning theoryExpansive learning as the focal point of formative interventionTwo principles of collaborative intervention: agency and hybridityPrinciple of agencyPrinciple of hybridityNoteII: Children and teachers’ agency in Japanese school contextsFostering children’s expansive learning in a Japanese elementary schoolActivity-theoretical approach to instruction and learning in schoolsIs expansive learning feasible for elementary school children?Expanding the child’s agency to shape the whole system of learning activityTransformative agency at the activity-system levelTransfer of agency to childrenTransformative instructional practice as transfer of agency to children in a Japanese elementary schoolNagara Elementary School and its life educationActivity-theoretical case study of transformative instruction based on trust in childrenNotesTeachers as collaborative change agents in redesigning schoolsToward a new methodology for intervention research in school innovationExpansive learning approach to school changeChange laboratory as a formative intervention method to foster teachers’ expansive learning in schoolEmergence of teachers’ expansive learning actions in a collaborative formative intervention in a schoolIII: Hybrid learning activity transforming schools and communities in JapanHybrid educational innovation and expanding school activity: Beyond traditional school learningHybrid activity as a collaborative interventionHybrid educational innovation and expansive development in schoolsCreating a hybrid learning activity at schoolToward school as a societal change agentEmerging knotworking agency in community-based disaster prevention learningIntervention in a hybrid earthquake-related disaster prevention learning programKnotworking in community-based disaster prevention learningFormative intervention in a disaster prevention learning programToward the emergence of a knotworking agencyConclusions: From instructional control to collaborative intervention in educationAgentic nature of education as a collaborative interventionHybrid nature of education as a collaborative interventionBreaking away from instructional control and moving into collaborative intervention in education
 
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