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Theoretical background Consider the historicity of the entire activity as it unfolds in a process of transformation (Engeström & Sannino, 2011) Sannino.

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Présentation au sujet: "Theoretical background Consider the historicity of the entire activity as it unfolds in a process of transformation (Engeström & Sannino, 2011) Sannino."— Transcription de la présentation:

1 Theoretical background Consider the historicity of the entire activity as it unfolds in a process of transformation (Engeström & Sannino, 2011) Sannino (2012) emphasizes that two epistemological principles form the basis of intervention in activity theory – i.e., double stimulation and the logic of ascending from the abstract to the concrete Engeström (1987) refers to [expansive] learning activity as an activity-producing activity. Interventionist research approach rooted in cultural-historical activity theory (CHAT) Perpetuation of dominant activities can become a barrier to change (Engeström & Sannino, 2012 ))) Divergences and conflicts are necessary in order for a new form of activity to emerge (Engeström, 2008) Transitional actions that, as a rule, shift sideways – i.e., across the boundaries between dominant and non-dominant activities –have a potential for broad, major impacts (,Sannino, 2008) Theoretical background Consider the historicity of the entire activity as it unfolds in a process of transformation (Engeström & Sannino, 2011) Sannino (2012) emphasizes that two epistemological principles form the basis of intervention in activity theory – i.e., double stimulation and the logic of ascending from the abstract to the concrete Engeström (1987) refers to [expansive] learning activity as an activity-producing activity. Interventionist research approach rooted in cultural-historical activity theory (CHAT) Perpetuation of dominant activities can become a barrier to change (Engeström & Sannino, 2012 ))) Divergences and conflicts are necessary in order for a new form of activity to emerge (Engeström, 2008) Transitional actions that, as a rule, shift sideways – i.e., across the boundaries between dominant and non-dominant activities –have a potential for broad, major impacts (,Sannino, 2008) Methodological and historical dimension Role of a Graduate student| interventionist and Researcher| interventionist Participants Data gathering Ethnographic notes Written short reports Observations | Intervention Semi-structured interviews Change Laboratory - inspired session audio-video recorded Analytical approach Double stimulation (Laitinen et Saninno, 2011) Discursive manifestations of contradictions (Engeström and Sannino, 2011) Inner contradictions (Miettinen, 2009) Transitional actions in the context of an expansive learning cycle (Sannino, 2008) Transforming the environment Double stimulation in the FAST context ( ) Expansive learning as cycles of learning actions Transitional actions implemented during year 1 Likened to germ cells, transitional actions are the source of the collective modelling of a solution to the given problem Transitional actions related to issues of partnerships and organizational transformations Transitional actions related to students learning environment and adjustments related to the development of students competencies as project goes forward REFERENCES Davydov, V.V. (2008). Problems of development instruction: A theoretical and experimental psychological study. New York : Nova Science Publishers. Edwards, A., & Kinti, I. (2009). Working relationally at organisational: Negotiating expertise and identity. In H. Daniels, A. Edwards, Y. Engeström and S. Ludvigsen (Eds.) Activity theory in practice: Promoting learning across boundaries and agencies London : Routledge. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki : Orienta-Konsultit. Engeström, Y. (2007). Putting activity theory to work: The change laboratory as an application of double stimulation. In Daniels, H., M. Cole and J.V. Wertsch (Eds.), The Cambridge companion to Vygotsky Cambridge : Cambridge University Press. Engeström, Y. (2008). Weaving the texture of change, Journal of Educational Change, 9(4), Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), Engeström, Y., & Sannino, A. (2012). Concept formation in the wild. Mind, Culture, and Activity, 19(3), Engeström, Y., & Sannino, A. (2013) La volition et l'agentivité transformatrice : perspective théorique de l'activité. Revue internationale du CRIRES : innover dans la tradition de Vygotski, 1(1), Gouvernement du Québec, Ministère de lÉducation du Loisir et du Sport. (2002). Projet personnel dorientation: enseignement secondaire deuxième cycle. Retrieved from Groupe provincial de soutien pour une approche orientante à lécole. (2002). Implantation dune approche orientante. Des conditions idéales. Retrieved from Hardy, M., & Ménard, L. (2008). Alternance travail-études : les effets des stages dans la formation professionnelle des élèves. Revue des sciences de léducation, 34(3), Ilenkov, E.V. (1982), The dialectics of the abstract and the concrete in Marxs Capital, Moscow : Progress Publishers. Minnis, M., & John-Steiner, V. P. (2001). Are we ready for a single, integrated theory? Human Development, 44, Juuti, K., Lavonen, J., Uitto, A., Byman, R., & Meisalo, V. (2009). Science teaching preferred by grade 9 students in Finland. International Journal of Science and Mathematics Education, 8(4), Research questions How to identify the need state among students who have low scholastic motivation and for whom school no longer has meaning? Is there a way of documenting and fostering bridge-building between young people, schools and the working world so as to improve graduation rates and develop young peoples work- related competencies more fully and effectively? Sequence of formative Change Laboratory intervention developed in light of proposals by Virkkunen and Newnham (2013) REFERENCES (suite) Lapointe, C., Labrie, D., & Laberge, J. (2010). Les effets des projets entrepreneuriaux à lécole sur la réussite scolaire et personnelle des jeunes : lexpérience québécoise. Retrieved from Larose, S., Guay, F., Sénécal, C., Harvey, M., Drouin, É., & Delisle, M. (2005). Persévérance scolaire des étudiants de sciences et génie (S & G) à lUniversité Laval : le rôle de la culture, motivation et socialisation scientifiques. Retrieved from Piette, A. (1996). Ethnographie de laction, Lobservation des détails. Paris, France : Éditions Métailié. Pineault, M., Noreau, P., Gaudreault E., & Brown, T. (2011). Relève, formation et entreprises : place à une meilleure collaboration. Association francophone pour le savoir – Acfas. Retrieved from Programme for International Student Assessment. (2009). Performance of youth in reading, mathematics and science: Results for Québec Students Aged 15. Retrieved from Sannino, A. (2008). Sustaining a non-dominant activity in school: Only a utopia?. Journal of Educational Change, 9(4), Sannino, A. (2008). From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, 15(3), Sannino, A., Daniels, H., & Gutierrez, K. (Eds.) (2009). Learning and expanding with activity theory. Cambridge : Cambridge University Press. Sannino, A. (2011). Activity theory as an activist and interventionist theory. Theory & Psychology, 21(5), p Sannino, A. (2012). Dialectique et intervention en théorie de l'activité. CRIRES - Série Innover dans la tradition de Vygotsky. Lecture conducted from Laval University, Québec. Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synstudy. Oxford : Blackwell. Virkkunen, J., & Newnham, D. (2013). The Change Laboratory: A tool for collaborative development of work activities. Manuscript submitted for publication. Vygotsky, L. (1985). Pensée et langage (F. Sève, Trans.). Paris : Messidor/Éditions sociales. Weick, K.E., & Quinn, R.E. (1999). Organizational change and develoment. Annual Review of Psychology. 50, REFERENCES (suite) Lapointe, C., Labrie, D., & Laberge, J. (2010). Les effets des projets entrepreneuriaux à lécole sur la réussite scolaire et personnelle des jeunes : lexpérience québécoise. Retrieved from Larose, S., Guay, F., Sénécal, C., Harvey, M., Drouin, É., & Delisle, M. (2005). Persévérance scolaire des étudiants de sciences et génie (S & G) à lUniversité Laval : le rôle de la culture, motivation et socialisation scientifiques. Retrieved from Piette, A. (1996). Ethnographie de laction, Lobservation des détails. Paris, France : Éditions Métailié. Pineault, M., Noreau, P., Gaudreault E., & Brown, T. (2011). Relève, formation et entreprises : place à une meilleure collaboration. Association francophone pour le savoir – Acfas. Retrieved from Programme for International Student Assessment. (2009). Performance of youth in reading, mathematics and science: Results for Québec Students Aged 15. Retrieved from Sannino, A. (2008). Sustaining a non-dominant activity in school: Only a utopia?. Journal of Educational Change, 9(4), Sannino, A. (2008). From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, 15(3), Sannino, A., Daniels, H., & Gutierrez, K. (Eds.) (2009). Learning and expanding with activity theory. Cambridge : Cambridge University Press. Sannino, A. (2011). Activity theory as an activist and interventionist theory. Theory & Psychology, 21(5), p Sannino, A. (2012). Dialectique et intervention en théorie de l'activité. CRIRES - Série Innover dans la tradition de Vygotsky. Lecture conducted from Laval University, Québec. Van der Veer, R., & Valsiner, J. (1991). Understanding Vygotsky: A quest for synstudy. Oxford : Blackwell. Virkkunen, J., & Newnham, D. (2013). The Change Laboratory: A tool for collaborative development of work activities. Manuscript submitted for publication. Vygotsky, L. (1985). Pensée et langage (F. Sève, Trans.). Paris : Messidor/Éditions sociales. Weick, K.E., & Quinn, R.E. (1999). Organizational change and develoment. Annual Review of Psychology. 50,


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