Articlegold2017

Changing educational traditions with the change laboratory

19 citations0/0 files storedEducation as Change

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Innovative Education and Learning Practices Teacher Education and Leadership Studies Psychology of Development and Education

Abstract

This paper outlines the use of a form of research intervention known as the Change laboratory to illustrate how the processes of organisational change initiated at a secondary school can be applied to develop tools and practices to analyse and potentially re-make educational traditions in a bottom-up manner.In this regard it is shown how a culturalhistorical activity theory (CHAT) perspective can be combined with a relational approach to generate the theoretical and practical tools for managing change at a school.referring to an ongoing research project at a school, the paper describes how teachers and management there, with the aid of the researcher, attempt to re-configure their educational praxis by drawing on past, present and future scenarios from their schooling activity.These are correlated with similarly historically evolving theoretical models and recorded empirical data using the Vygotskyian method of double stimulation employed by the Change laboratory.A relational conceptualisation of the school's epistemological, pedagogical and organisational traditions is used to map out the connections between various actors, resources, roles and divisions of labour at the school.In this way the research intervention proposes a model of educational change that graphically represents it as a network of mediated relationships so that its artefacts, practices and traditions can be clearly understood and effectively manipulated according to the shared objectives of the teachers and school management.Such a relationally-oriented activity theory approach has significant implications in terms of challenging conventional processes of educational transformation as well as hegemonic knowledge-making traditions themselves.

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References

2003The Network Paradigm in Organizational Research: A Review and Typology 2010Studies of expansive learning: Foundations, findings and future challenges 2005A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform 2005Relational agency: Learning to be a resourceful practitioner 2011From design experiments to formative interventions 2013South Africa's Education Crisis: The quality of education in South Africa 1994-2011 1996The change laboratory as a tool for transforming work 2003Adolescents' Extracurricular Participation in Context: The Mediating Effects of Schools, Communities, and Identity

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2021Le laboratoire du changement 2019Transformative agency for the collaborative and future-oriented redesign of activity in military higher education 2026Cultural–Historical Activity Theory and Educational Change: Formative Interventions Toward a Zone of Proximal Development

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