Learning in activity: Exploring the methodological potential of action research in activity theorising of social practice

Stephen Darwin*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    10 Citations (Scopus)

    Abstract

    Cultural-historical activity theory (CHAT), founded on the seminal work of Vygotsky and evolving in the subsequent work of Leont'ev and Engeström, continues to emerge as a robust and increasingly widely used conceptual framework for the research and analysis of the complex social mediation of human learning and development. Yet there remains ongoing methodological ambiguity around its use in qualitative research and therefore questions regarding its effectiveness in fulfilling its intrinsic interventionist aspiration. Meta-level research suggests that the primary methodology theorised for CHAT- Engeström's development work research that is based on a highly localized developmental ethnography - is not in widespread application in CHAT-based research. Instead, the majority of research employs an eclectic array of qualitative and quantitative methodologies and uses CHAT more as a heuristic device rather than engaging its more authentic interventionist motive. Given this, it is perhaps surprising there has been limited conceptualising around the prospective relationship between CHAT and action research, which remains largely under-developed. This paper argues that action research may offer CHAT a legitimate and viable complementary interventionist methodology to investigate the increasingly complex environments of social activity, particularly given escalating expectations of more democratic and participatory modes of research engagement and social learning.

    Original languageEnglish
    Pages (from-to)215-229
    Number of pages15
    JournalEducational Action Research
    Volume19
    Issue number2
    DOIs
    Publication statusPublished - Jun 2011

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