国際学術雑誌 ACTIO No.1

actio No.1
 
Number 1 March 2007
 
Editorial
FUTOSHI HIRUMA & KATSUHIRO YAMAZUMI
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Articles
 
ANNE EDWARDS
Relational Agency in Professional Practice: A CHAT Analysis.
Abstract. Cultural Historical Activity Theory (CHAT) is a useful framework for examining learning to become a professional. This is particularly the case when professional practice is seen to be developed within specific institutional settings. However, new forms of practice are being required which call for a capacity to work with other practitioners and draw on resources that may be distributed across systems to support professional actions. In this paper the concept of relational agency is described and illustrated with reference to a series of research studies. It is argued that relational agency leads to an enhanced form of professional agency and that there are implications for the development of CHAT.
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1-17
 
KATSUHIRO YAMAZUMI
Human Agency and Educational Research: A New Problem in Activity Theory.
Abstract. In this paper, I address the reconceptualization of human agency that can shift to an analysis of both distributed and multiple agency in networked learning activities.As human activity becomes increasingly dialogical, boundary-crossing, networked, hybrid, and weekly bounded forms of work and organizations, the new generation of activity theory invites us to focus educational research efforts on the evocative and supportive new forms of agency to design and implement new patterns and forms of collaborative relationships of multiple activity systems. After a conceptual overview, this paper will analyze findings from a case study on an inter-institutional, collaborative after-school learning activity for children called New School promoted by the Center for Human Activity Theory at Kansai University in Osaka. In conclusion, this paper will propose that evoking and supporting new distributed and multiple forms of critical design agency for networked educational work and organizations among different actors involved in and affected by educational practices must offer a lifeline to educational research as an intervention to break away from something old (e.g., institutional boundaries of traditional school learning isolated from society) and move toward something else (e.g., advanced networks of learning across boundaries). Such agency might include the will and courage to create school innovations so that schools can become collaborative change agents.
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19-39
 
TERTTU TUOMI-GRÖHN
Developmental Transfer as a Goal of Collaboration between School and Work:A Case Study in the Training of Daycare Interns.
Abstract. The aim of this article is to present a new model of collaboration between school and work. This model is funded on the concept of developmental transfer, in turn, based on activity theory. The article describes the features of this developmental transfer and provides an example of the way in which to apply this concept in vocational education, specifically applied to the training of daycare interns. The article illustrates and analyzes the phases of the developmental project using the activity system as a tool for describing the progress of the developmental work. Additionally, the signs of the developmental transfer are analyzed.
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41-62
 
HUGH MEHAN
Inter-organizational Collaboration: A Strategy to Improve Diversity and College Access for Underrepresented Minority Students
Abstract. This efforts of the Center for Research on Educational Equity, Access, and Teaching Excellence (CREATE) at the University of California, San Diego (UCSD) to improve the opportunity that low income students of color to attend colleges and universities by assisting public schools in the San Diego California adapt the principles developed at the highly successful Preuss School on the UCSD campus to their local circumstances are treated as an example of organizational learning. CREATE, operating as an “educational field station,” serves as a mediator between the Preuss School and local schools that have expressed an interest in building a college-going culture of learning in order to improve the education of underrepresented minority students.
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63-91
 
FUTOSHI HIRUMA, GORDON WELLS, & TAMARA BALL
The Problem of Discoursing in Activity
Abstract. Discourse is a mediating artifact, which, as is increasingly being recognized, plays a central role in activity. The intrinsic features of discourse are that it is emergent, multi-perspectival, jointly constructed. Together, these features suggest that discourse should be treated as a process (i.e. as ”discoursing“ ). Following SFL and examining our own discussion, we will suggest a way of developing Bakhtin’s notion of speech genre in order to capture a dynamic nature of discoursing in a comprehensive account of the various ways in which it functions as a mediating artifact in activity.
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93-114
 
JIANZHONG HONG, NING YANG, & LEHUA CHENG
Current Situation and Future Development of Activity Theory in China
Abstract. The cultural-historical activity theory was developed by the Russian psychologist Vygotsky and his colleagues in the 1920s and 1930s. Since then, it has been expanded globally and rapidly, particularly during the past 15 years. However, there has been little interaction between the broader international community and China with respect to the development of the theory and its applications in China, which has taken place along a path of its own. This paper aims to examine this development, focusing on 1) the general situation and background of the research, 2) the basic understanding, theoretical construction and unique features of development; 3) the focal areas in and limitations of the application; and 4) idea evolution in terms of different generation theories. At the end of the paper, emerging trends and future prospects of activity theoretical research in China will be suggested and discussed.
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KATSUTOSHI YAMAZUMI
Should You Stay or Should You Go? On Development between the Worlds of Children and Adults
Abstract. We premise two worlds whose notions of time differ: of children and of adults. For the former, time is cyclical, and for the latter it is linear. Another time, spiral time, is located between them. When a child in a development process performs a learning activity, her development will pursue the passage of spiral time.
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133-147
 
ANNA PAULIINA RAINIO
Ghosts, Bodyguards and Fighting Fillies: Manifestations of Pupil Agency in Play Pedagogy
Abstract. The aim of this article is to discuss the concept of agency in relation to learning in school. Recent educational research shows that the methods of mainstream education easily fail to support children’s motivation, engagement, self-development and problemsolving abilities in classroom work (i.e., Engestrom, 1991; McNeil, 1999; Sarason, 1996; Zuckerman, 2003). In this article the problem is conceptualized as a lack of pupil agency. Special focus is given to narrative-based methods such as the use of play, drama and stories in the classroom. Three different empirical examples of pupil participation in a narrative classroom activity are introduced through which the challenges and possibilities for pupil agency can be illustrated.
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149-160