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ERIC Number: EJ938410
Record Type: Journal
Publication Date: 2004
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1074-9039
Discussion: Narrating and Theorizing Activity in Educational Settings
Wells, Gordon
Mind, Culture, and Activity, v11 n1 p70-77 2004
All the articles in this collection share at least three common features. First, they all give a narrative account of a change that took place within an activity system; in this, they follow Vygotsky's (1978) injunction to investigate the history of the system in order to understand its "causal dynamic basis" (p. 62). Second, in so doing, they contribute at one and the same time to a deeper understanding of the personal and professional development of educators and also to the development and refinement of the theoretical tools that are used in achieving understanding of this development. Third, by powerfully illustrating the transactional relationship between "theory" and "practice" and showing how both are improved thereby, the articles challenge the traditional hierarchical and unilateral view of this relationship, which casts practitioners as mere implementers of theories created by distant scholars and researchers who are removed from the messy particularities of actual practice. Individually and collectively, these articles thus raise a wealth of issues for a commentator to address. In this article, the author focuses on the relationship between the creation of an educational community and the identity formation of its members, and how, in their various ways, the authors' explorations of these issues have led them to modify their understanding of activity theory. (Contains 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A