Judy Judy offers -
>What I had in mind was that ideologies are coherent; activity systems are
>by definition riven with contradictions that unsettle the terms in which
>they're known -- so while ideologies are always in play, within the
>activity system that is subjected to an activity theory analysis, the
>contradictions that emerge in the course of "moving ahead" override/
>challenge/ test whatever system of belief might otherwise sustain the
>status quo. Since I have never done an analysis on a system wider than the
>classroom, and I haven't used AT as a mean of intervention, I am
>projecting/ speculating about how it would, really, work.
prompting me, from the grave, to ask of the others here: has anyone done
the kind of research Judy is speaking about? perhaps some pragmatic
experience would be of use here - not a reference to "other" articles, but
a personal account of how AT might be used in ways that test/challenge
dominant beliefs systems?
diane
**********************************************************************
:point where everything listens.
and i slow down, learning how to
enter - implicate and unspoken (still) heart-of-the-world.
(Daphne Marlatt, "Coming to you")
***********************************************************************
diane celia hodges
university of british columbia, centre for the study of curriculum and
instruction
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university of colorado, denver, school of education
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