More than Just Story-Telling: Cultural-Historical Activity Theory as an Under-Utilized Methodology for Educational Change Research

Autor/in	Lee, Yew-Jin
Titel	More than Just Story-Telling: Cultural-Historical Activity Theory as an Under-Utilized Methodology for Educational Change Research
Quelle	In: Journal of Curriculum Studies, 43 (2011) 3, S.403-424 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2010.513069
Schlagwörter	Foreign Countries; Educational Research; Models; Social Theories; Sociocultural Patterns; Cultural Context; History; Time Perspective; Educational Change; Content Analysis; Context Effect; Difficulty Level; Politics of Education; Power Structure; Psychological Patterns; Identification (Psychology); Educational Innovation; Secondary Schools; Inquiry; Science Curriculum; Case Studies; Singapore + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Analogiemodell; Gesellschaftstheorie; Soziokulturelle Theorie; Geschichte; Geschichtsdarstellung; Zeitbezug; Bildungsreform; Inhaltsanalyse; Schwierigkeitsgrad; Educational policy; Bildungspolitik; Instructional innovation; Bildungsinnovation; Sekundarschule; Case study; Fallstudie; Case Study; Singapur
Abstract	Sociocultural theory is increasingly popular as a paradigm for research in education. A recent member in this family of theories is introduced--cultural-historical activity theory (CHAT)--that shows much promise to complement and invigorate the field of educational change, a large, multi-faceted, and persistent problematic. In particular, CHAT-based research can address five areas where educational change research experiences weaknesses and shortcomings: (1) the failure to fully analyse the context; (2) a tendency towards reductionism rather than embracing complexity; (3) low sensitivity to the effects of power and politics; (4) lack of concern with emotions and identity; and (5) the rapidity at which new innovations are often introduced. These arguments are exemplified with a case study of a secondary school in Singapore that had devised a new inquiry-based science curriculum. The paper concludes with some implications for promoting CHAT-based research in educational change. (Contains 23 notes, 1 table, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10