Re: [xmca] Fw: Theory & Psychology Table of Contents for Cultural-historical activity theory and interventionist methodology: Classical legacy and contemporary developments: 1 October 2011; Vol. 21, No. 5

[mike cole <lchcmike@gmail.com>]

This term arose in our group in circumstances where we were pretty sure we
were participants and legitimatively if peripherally and
PROBLEMATICALLY so. We had collaboration as a goal, its a prominent feature
of participation. But there can be, and often is,
a lot of participation and at some important levels, its very difficult to
characterize the activity as homogeneously collaborative.

By not pre-judging, it helps to keep one's self-critical antennae on the
alert.
mike

On Tue, Oct 4, 2011 at 10:33 PM, Helen Grimmett
<helen.grimmett@monash.edu>wrote:

> Oooh, I like the term 'observant participants' !! The usual 'participant
> observer' doesn't seem quite right for this sort of research and so I've
> been thinking of myself as a participant collaborator, but this didn't
> really cover all that my role entails either. Maybe even 'observant
> collaborator' might be appropriate?! Mmm, thanks for the food for thought!
>  Helen
>
>
> On 5 October 2011 14:00, mike cole <lchcmike@gmail.com> wrote:
>
>> Intresting convergence, Helen.
>> We are doing the same thing locally. It seems a necessary reflective
>> practice as part of our practices as observant participants.
>> mike
>>
>> On Tue, Oct 4, 2011 at 6:07 PM, Helen Grimmett <helen.grimmett@monash.edu
>> >wrote:
>>
>> > Thank you! Perfect timing, as I am about to revisit my methodology
>> chapter
>> > again and there is a lot here that should be helpful.
>> >
>> > Sutter's article is particularly interesting as he discusses the need
>> for
>> > research which treats the joint activity of the researcher and the other
>> > participants in the developmental project itself as the object of
>> analysis
>> > (rather than focussing on the practice of the other participants). I
>> have
>> > actually inadvertently stumbled into doing this type of research
>> (looking
>> > at
>> > the actual practice of teacher' professional development itself rather
>> than
>> > studying the consequences of the PD on the teachers' practice) due to
>> > issues
>> > with data collection in my original project, so it is good to know that
>> > others see a need for this as a way of extending interventionist
>> research.
>> >
>> > Cheers,
>> > Helen
>> >
>> > On 4 October 2011 19:05, <vanderriet@ukzn.ac.za> wrote:
>> >
>> > > Of interest?
>> > > Sent from my BlackBerry® wireless device
>> > >
>> > > -----Original Message-----
>> > > From: sage_contents_alert@alerts.stanford.edu
>> > > Date: Sun, 2 Oct 2011 05:44:13
>> > > To: <vanderriet@ukzn.ac.za>
>> > > Subject: Theory & Psychology Table of Contents for Cultural-historical
>> > > activity theory and interventionist methodology: Classical legacy and
>> > > contemporary developments: 1 October 2011; Vol. 21, No. 5
>> > >
>> > >
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>> > > Theory & Psychology Online Table of Contents Alert A new issue of
>> Theory
>> > > &amp; Psychology <http://tap.sagepub.com>  is available online:
>> > > Cultural-historical activity theory and interventionist methodology:
>> > > Classical legacy and contemporary developments:
>> > > 1 October 2011; Vol. 21, No. 5
>> > >
>> > >        The below Table of Contents is available online at:
>> > > http://tap.sagepub.com/content/vol21/issue5/?etoc
>> > >
>> > >
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>> > >
>> > >                Introduction
>> > >
>> > >
>> > >
>> > >                        Cultural-historical activity theory and
>> > > interventionist methodology: Classical legacy and contemporary
>> > developments
>> > > Annalisa Sannino and Berthel Sutter
>> > > Theory Psychology 2011;21 557-570
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/557 <
>> > > http://tap.sagepub.com/content/vol21/issue5/?etoc>
>> > >
>> > >
>> > > ----------------
>> > >                Articles
>> > > ----------------
>> > >                                        Activity theory as an activist
>> and
>> > > interventionist theory
>> > > Annalisa Sannino
>> > > Theory Psychology 2011;21 571-597
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/571 <
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/571?etoc>
>> > >
>> > >                                        From design experiments to
>> > formative
>> > > interventions
>> > > Yrjö Engeström
>> > > Theory Psychology 2011;21 598-628
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/598 <
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/598?etoc>
>> > >
>> > >                                        From change to development:
>> > > Expanding the concept of intervention
>> > > Jaakko Virkkunen and Marika Schaupp
>> > > Theory Psychology 2011;21 629-655
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/629 <
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/629?etoc>
>> > >
>> > >                                        Design experimentation and
>> mutual
>> > > appropriation: Two strategies for university/community collaborative
>> > > after-school interventions
>> > > Deborah Downing-Wilson, Robert Lecusay, and Michael Cole
>> > > Theory Psychology 2011;21 656-680
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/656 <
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/656?etoc>
>> > >
>> > >                                        Intervening for transforming:
>> The
>> > > horizon of action in the Clinic of Activity
>> > > Yves Clot and Katia Kostulski
>> > > Theory Psychology 2011;21 681-696
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/681 <
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/681?etoc>
>> > >
>> > >                                        How to analyze and promote
>> > > developmental activity research?
>> > > Berthel Sutter
>> > > Theory Psychology 2011;21 697-714
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/697 <
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/697?etoc>
>> > >
>> > >
>> > > ----------------
>> > >                Comments
>> > > ----------------
>> > >                                        Activity and intervention: On
>> > > problem solving, discourse, and the rest
>> > > Falk Seeger
>> > > Theory Psychology 2011;21 715-723
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/715 <
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/715?etoc>
>> > >
>> > >                                        Power, politics, and
>> intervention
>> > > theory: Lessons from organization studies
>> > > Frank Blackler
>> > > Theory Psychology 2011;21 724-734
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/724 <
>> > > http://tap.sagepub.com/cgi/content/abstract/21/5/724?etoc>
>> > >
>> > >
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>> > --
>> > Helen Grimmett
>> > PhD Student, Teaching Associate
>> > Faculty of Education
>> > Monash University, Peninsula Campus
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> --
> Helen Grimmett
> PhD Student, Teaching Associate
> Faculty of Education
> Monash University, Peninsula Campus
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