Theories

The CRADLE takes its theoretical and methodological inspiration from cultural-historical activity theory (CHAT) and from the broader family of sociocultural approaches.

This project will bring together advanced conceptual and methodological resources from the learning sciences – in particular, the activity-theoretical framework of expansive learning – and solid experience from cultural and cognitive studies of social movements.

READING EXPANSIVE LEARNING AND ACTIVITY THEORY

Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.

Engeström, Y. & Sannino, A. (2010). Studies of expansive learning: Foundations,findings and future challenges. Educational Research Review, 5, 1-24.

Engeström, Y. & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368-387.

Engeström, Y. & Sannino, A. (2012b). Whatever happened to process theories of learning. Learning, Culture and Social Interaction, 1(1), 45-56.

 

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