scholarly journals “This is not a cake recipe”: Historicity as an element for the understanding and transformation of a waste management activity at a university hospital in Brazil

2019 ◽  
Vol 31 (57) ◽  
Author(s):  
Maurício Donavan Rodrigues Paniza ◽  
Marcio Pascoal Cassandre
Keyword(s):  
Waste Management ◽  
Activity Theory ◽  
Theoretical Basis ◽  
Work Group ◽  
Learning Experience ◽  
University Hospital ◽  
Learning Cycle ◽  
Management Activity ◽  
Expansive Learning ◽  
Cultural Historical Activity

This work analyzes how the expansive learning cycle is covered by a work group, from the intervention of a Change Laboratory, held in a waste management activity at a university hospital. The theoretical basis is derived from the Cultural-Historical Activity Theory and documentary research was used as methodology. In the learning movement, the workers realized that the organization of activity was and still is insufficient to meet the demands of the hospital and society. The intervention did not provoke structural transformation in the activity. But the historicity present in the learning experience allowed the apprentices to be aware of themselves and the importance of waste management, either from a functional or a social viewpoint.

scholarly journals Preparing a change laboratory intervention: waste management in a University hospital

2018 ◽  
Vol 17 (1) ◽  
pp. 9-28
Author(s):  
Marcio Pascoal Cassandre ◽  
Carine Maria Senger ◽  
Marco Antonio Pereira Querol
Keyword(s):  
Waste Management ◽  
Solid Waste ◽  
Activity Theory ◽  
Solid Waste Management ◽  
Theory Change ◽  
University Hospital ◽  
Future Application ◽  
Management Activity ◽  
Ethnographic Data ◽  
Laboratory Waste

Abstract: Researchers, interventionists and managers are challenged to plan an intervention for the development of an activity. To this purpose, it is necessary to understand and negotiate the object of the intervention with the participants. This task can be facilitated through the elaboration of a research scheme used as a planning and learning tool among interventionists and participants. This article presented an outline of such scheme for future application of a Change Laboratory (CL). This lab is considered a method to provide the development of the solid waste management activity in a university hospital in Paraná State, Brazil. The study shows the aspects to be explored to plan a CL in order to develop a new concept of this activity. It is a draft for the planning of these methodology sessions. Its preparation makes use of preliminary ethnographic data collected during the beginning of the investigative procedure foreseen by CL, seeking the current conflict historical understanding.Keywords: Activity Theory. Change Laboratory. Waste Management. University Hospital. Preparando uma intervenção do Laboratório de Mudança:  a gestão dos resíduos de um hospital universitário Resumo: Pesquisadores, intervencionistas e gestores são desafiados a planejar uma intervenção visando ao desenvolvimento de uma atividade. Para tanto, faz-se necessário entender e negociar o objeto da intervenção com os participantes. Tal tarefa pode ser facilitada por meio da elaboração de um esquema usado como instrumento de planejamento e aprendizagem entre intervencionista e participantes. Neste artigo apresentou-se um esboço deste esquema para a aplicação futura de um Laboratório de Mudança (LM). Este laboratório é considerado um método para propiciar o desenvolvimento da atividade de gestão de resíduos sólidos em um hospital universitário do Paraná. O estudo mostra os aspectos a serem explorados para planejar um LM visando desenvolver um novo conceito dessa atividade. Trata-se de um rascunho para o planejamento das sessões dessa metodologia. Sua elaboração faz uso de dados etnográficos preliminares coletados durante o início do processo investigativo previsto pelo LM, buscando a compreensão histórica da atual situação do conflito.Palavras-chave: Teoria da Atividade. Laboratório de Mudança. Gestão de Resíduos. Hospital Universitário.

Working Collaboratively to Build Resilience: A CHAT Approach

2007 ◽  
Vol 6 (2) ◽  
pp. 255-264 ◽  
Author(s):  
Anne Edwards
Keyword(s):  
Activity Theory ◽  
Social Exclusion ◽  
Theoretical Basis ◽  
Cultural Historical Activity Theory ◽  
Professional Practices ◽  
Capacity To Act ◽  
The World ◽  
Historical Activity ◽  
Cultural Historical Activity

Evidence from two studies of social exclusion based in England are drawn on to suggest that responsible agency can be seen as a feature of resilience. I argue that this agency, or capacity to act effectively in the world, is developed relationally and is evident in people's thoughtful actions in their worlds, but is also contingent on the affordances for such action in any environment. That is, resilience can be seen as responsible engagement with one's world as well as a capacity to withstand difficulties. The theoretical basis of this argument is Cultural Historical Activity Theory (CHAT) which proposes that we are shaped by but also shape our worlds. The implications for professional practices are discussed.

scholarly journals Boundary learning in a gender responsive curriculum transformation in Zimbabwe: an activity theory approach

Roteiro ◽  
2017 ◽  
Vol 42 (3) ◽  
pp. 497-522
Author(s):  
Charles Chikunda ◽  
Plaxcedes Chikunda ◽  
Rafael Fonseca de Castro
Keyword(s):  
Activity Theory ◽  
Learning Process ◽  
Theory Approach ◽  
Collaborative Relationships ◽  
Expansive Learning ◽  
Policy Practice ◽  
Epistemic Actions ◽  
Practice Gap ◽  
Curriculum Transformation ◽  
Cultural Historical Activity

This paper aims to share insights of a boundary learning process in a curriculum transformation in Zimbabwe. It is based on the dialectical lenses of Cultural-Historical Activity Theory (CHAT). The boundary learning epistemic actions were designed/interpreted using CHAT tools of double stimulation, activity system and expansive learning. The main findings are two types of boundary learning: individual and institutional. Individual focused on questioning and confronting tensions in current individual curriculum practice. Institutional refers to collaborative relationships between hierarchical levels of the teacher education system in Zimbabwe. We point to the need for theoretical and conceptual rigor in studies on curriculum transformation, arguing for careful attention to empirical evidence of transformation/transgressing current practices in any expansive learning process. There is also need to think through the policy-practice gap, especially in curriculum development.

scholarly journals Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy

2020 ◽  
Author(s):  
Kimberly Hirsh
Keyword(s):  
Activity Theory ◽  
Learning Theory ◽  
Third Space ◽  
Cultural Historical Activity Theory ◽  
Culturally Sustaining Pedagogy ◽  
Expansive Learning ◽  
The Third ◽  
Historical Activity ◽  
Cultural Historical Activity ◽  
Development And Evolution

In this paper, I argue that cultural-historical activity theory, especially in its expansive learning theory manifestation, offers a valuable lens for analyzing the transformation of the object and activity of schooling to align with a more culturally sustaining approach. First, I describe the foundations of expansive learning theory, including cultural-historical activity theory, Bateson’s (1972) levels of learning, and Bakhtin’s (1981) heteroglossia. Then, I trace the empirical development and evolution of expansive learning theory, focusing especially on the horizontal dimension of learning and expertise. Finally, I articulate how Kris Gutiérrez and colleagues’ (Gutiérrez, 2008; Gutiérrez, Baquedano-López, & Tejeda, 1999; Gutiérrez & Larson, 2007; Gutierrez, Rymes, & Larson, 1995) concept of the “third space,” which Paris (2012) offers as a forerunner of culturally sustaining pedagogy, offers an example of how expansive learning theory can be used to reconceptualize what counts as knowledge in schools.

WHO DO WE THINK WE ARE? COMPARING INTERSECTIONAL IDENTITY TRENDS IN ASEE AND CEEA-ACEG USING NATURAL LANGUAGE PROCESSING AND REVIEW OF PROCEEDINGS

2019 ◽  
Author(s):  
Pamela Rogalski ◽  
Eric Mikulin ◽  
Deborah Tihanyi
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Activity Theory ◽  
Language Processing ◽  
Division Of Labour ◽  
Cultural Historical Activity Theory ◽  
Original Question ◽  
Micro Level ◽  
Historical Activity ◽  
Cultural Historical Activity

In 2018, we overheard many CEEA-AGEC members stating that they have "found their people"; this led us to wonder what makes this evolving community unique. Using cultural historical activity theory to view the proceedings of CEEA-ACEG 2004-2018 in comparison with the geographically and intellectually adjacent ASEE, we used both machine-driven (Natural Language Processing, NLP) and human-driven (literature review of the proceedings) methods. Here, we hoped to build on surveys—most recently by Nelson and Brennan (2018)—to understand, beyond what members say about themselves, what makes the CEEA-AGEC community distinct, where it has come from, and where it is going. Engaging in the two methods of data collection quickly diverted our focus from an analysis of the data themselves to the characteristics of the data in terms of cultural historical activity theory. Our preliminary findings point to some unique characteristics of machine- and human-driven results, with the former, as might be expected, focusing on the micro-level (words and language patterns) and the latter on the macro-level (ideas and concepts). NLP generated data within the realms of "community" and "division of labour" while the review of proceedings centred on "subject" and "object"; both found "instruments," although NLP with greater granularity. With this new understanding of the relative strengths of each method, we have a revised framework for addressing our original question.  

The dialectics of authoring expansive learning: tracing the long tail of a Change Laboratory

2016 ◽  
Vol 28 (4) ◽  
pp. 245-262 ◽  
Author(s):  
Annalisa Sannino ◽  
Yrjö Engeström ◽  
Johanna Lahikainen
Keyword(s):  
Large Scale ◽  
Scale Transformation ◽  
Dialectical Tensions ◽  
Content Type ◽  
Organization Model ◽  
Expansive Learning ◽  
Conceptual Argument ◽  
University Library ◽  
Dialectical Process ◽  
Cultural Historical Activity

Purpose The paper aims to examine organizational authoring understood as a longitudinal, material and dialectical process of transformation efforts. The following questions are asked: To which extent can a Change Laboratory intervention help practitioners author their own learning? Are the authored outcomes of a Change Laboratory intervention futile if a workplace subsequently undergoes large-scale organizational transformations? Does the expansive learning authored in a Change Laboratory intervention survive large-scale organizational transformations, and if so, why does it survive and how? Design/methodology/approach The paper develops a conceptual argument based on cultural–historical activity theory. The conceptual argument is grounded in the examination of a case of eight years of change efforts in a university library, including a Change Laboratory (CL) intervention. Follow-up interview data are used to discuss and illuminate our argument in relation to the three research questions. Findings The idea of knotworking constructed in the CL process became a “germ cell” that generates novel solutions in the library activity. A large-scale transformation from the local organization model developed in the CL process to the organization model of the entire university library was not experienced as a loss. The dialectical tension between the local and global models became a source of movement driven by the emerging expansive object. Practitioners are modeling their own collective future competences, expanding them both in socio-spatial scope and interactive depth. Originality/value The article offers an expanded view of authorship, calling attention to material changes and practical change actions. The dialectical tensions identified serve as heuristic guidelines for future studies and interventions.

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