UID:
almahu_9949386410502882
Format:
1 online resource
ISBN:
9780367823542
,
0367823543
,
9781000348835
,
1000348830
,
9781000348774
,
1000348776
,
9781000348804
,
1000348806
Series Statement:
Routledge research in education
Content:
"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 that create expansive learning so that learners and practitioners can collectively transform their activities and expand their agency for themselves. It covers four cases of activity-theoretical formative intervention studies conducted in Japan, which are related to: fostering children's expansive learning in classroom lessons; teachers as collaborative change agents in redesigning schools; expanding the school activity from bottom up; and emerging knot-working agency in community-based disaster prevention learning. This book employs activity theory as a general theoretical framework of human learning and development to connect focal data from empirical and interventional studies on real human learning in specific educational settings in Japan. In this way, the book illustrates how the general theoretical framework could be used to understand a specific socio-cultural milieu, that is, the Japanese context. It also shows the universal relevance of the Japanese context of educational activity on broader international research, analyzing concrete empirical data from specific settings in Japan. In conclusion this book creates new understanding and develops a cohesive framework of the agentic and hybrid nature of educational activities as collaborative interventions into the expansion of learning"--
Note:
Introduction: Activity theory and educational change in the age of world crisis -- Part 1. Activity theory and a new form of educational research -- Activity theory as a new framework for educational research -- Collaborative intervention in expansive learning: Agency and hybridity as basic principles -- Part 2. Children and teachers' agency in Japanese school contexts -- Fostering children's expansive learning in a Japanese elementary school -- Teachers as collaborative change agents in redesigning schools -- Part 3. Hybrid learning activity transforming schools and communities in Japan -- Hybrid educational innovation and expanding school activity: Beyond traditional school learning -- Emerging knotworking agency in community based disaster prevention learning -- Conclusions: From instructional control to collaborative intervention in education.
Additional Edition:
Print version: Katsuhiro, Yamazumi. Activity theory and collaborative intervention in education. New York : Routledge, Taylor & Francis Group ISBN 9780367423254
Language:
English
Keywords:
Electronic books.
DOI:
10.4324/9780367823542
URL:
https://www.taylorfrancis.com/books/9780367823542
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