By applying cultural-historical activity theory and expansive learning theory to educational research, this volume illuminates new forms of educational activities as collaborative interventions in schools and communities.
By applying cultural-historical activity theory and expansive learning theory to educational research, this volume illuminates new forms of educational activities as collaborative interventions in schools and communities.
Katsuhiro Yamazumi, PhD, is Professor of Education at Kansai University, Japan. He is also a Program Officer of the Research Center for Science Systems, the Japan Society for the Promotion of Science (JSPS). He served as the Director of the Center for Human Activity Theory (CHAT) at Kansai University. Drawing on the framework of cultural-historical activity theory and its interventionist methodology, he studies historically new forms of educational activities as collaborative interventions in expanding learning so that learners and practitioners can collectively transform their activities and expand their agency for themselves. He received the European Group for Organizational Studies (EGOS) "That's Interesting!" Award 2013.
Inhaltsangabe
1. Introduction: Activity theory and educational change in the age of world crisis Part I: Activity theory and a new form of educational research 2. Activity theory as a new framework for educational research 3. Collaborative intervention in expansive learning: Agency and hybridity as basic principles Part II: Children and teachers' agency in Japanese school contexts 4. Fostering children's expansive learning in a Japanese elementary school 5. Teachers as collaborative change agents in redesigning schools Part III: Hybrid learning activity transforming schools and communities in Japan 6. Hybrid educational innovation and expanding school activity: Beyond traditional school learning 7. Emerging knotworking agency in community-based disaster prevention learning 8. Conclusions: From instructional control to collaborative intervention in education
1. Introduction: Activity theory and educational change in the age of world crisis Part I: Activity theory and a new form of educational research 2. Activity theory as a new framework for educational research 3. Collaborative intervention in expansive learning: Agency and hybridity as basic principles Part II: Children and teachers' agency in Japanese school contexts 4. Fostering children's expansive learning in a Japanese elementary school 5. Teachers as collaborative change agents in redesigning schools Part III: Hybrid learning activity transforming schools and communities in Japan 6. Hybrid educational innovation and expanding school activity: Beyond traditional school learning 7. Emerging knotworking agency in community-based disaster prevention learning 8. Conclusions: From instructional control to collaborative intervention in education
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