Narratives and activity theory as reflective tools in action research

Kaz Stuart

23 citations0/0 files storedEducational Action Research

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Innovative Education and Learning Practices Social Representations and Identity Education and Art Integration

Abstract

Narratives and activity theory are useful as socially constructed data collection tools that allow a researcher access to the social, cultural and historical meanings that research participants place on events in their lives. This case study shows how these tools were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice. The tools are shown to individually and jointly aid insight, understanding and action. The participants generated data through narratives and analysed the data with an activity theoretical framework. These were then interpreted as cultural historical artefacts by the researcher. The socially constructed paradigm within which they are situated, their participative use, and their creation of insight, understanding and action make them ideal as action research tools.

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1994Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 1998Communities of Practice 2005Reassembling the Social 2009Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 1970Archaeology of Knowledge 2003Qualitative research practice: a guide for social science students and researchers 1991Acts of meaning 2009Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed.

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2019Extending the yarning yarn: Collaborative Yarning Methodology for ethical Indigenist education research 2018Applying cultural-historical activity theory to understand the development of inclusive curriculum practices in higher education 2013Peered and tiered learning: action research as creative cultural pedagogy 2015Action Research Empowers School Librarians.

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