School change and educational reform: How activity theory could respond to Sarason's insights

Sharada Gade


Three perspectives are brought together in this paper, towards recognising the centrality of participant agency in school change and educational reform. First, observations made by Sarason in relation to school change and educational reform. Second, Engeström's activity theory based interventionist methodology, which seeks recognition of agency in the conduct of local interventions. Finally an empirical case of teacher-researcher collaboration and project based intervention at a Grade four mathematics classroom in Sweden. Herein lies the possibility of viewing school change and educational reform in terms of students' interests and teacher agency within classroom interventions.

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