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

Auteurs-es

  • Sharada Gade Department of Science and Mathematics Education, Umeå University, 901 87 Umeå Sweden

DOI :

https://doi.org/10.25757/invep.v6i2.75

Résumé

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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Références

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Sarason, S. (1982) The culture of school and the problem of change. Boston, MA: Allyn and Bacon Inc.

Sarason, S. (1990) The predictable failure of educational reform: Can we change the course before it's too late. San Francisco, CA: Jossey-Bass Publishers

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Publié-e

2016-09-22

Comment citer

Gade, S. (2016). School change and educational reform: How activity theory could respond to Sarason’s insights. Da Investigação às Práticas: Estudos De Natureza Educacional, 6(2), 25–38. https://doi.org/10.25757/invep.v6i2.75

Numéro

Vol. 6 No. 2 (2016)

Rubrique

Artigos

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