An introduction to Cultural Historical Activity Theory as a theoretical lens for understanding how occupational therapists design interventions for persons living in low-income conditions in South Africa

Gretschel, Pam; Ramugondo, Elelwani; Galvaan, Roshan

doi:10.17159/2310-3833/2015/v45no1a9

Cited by 13 publications

(27 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Assim, na compreensão de Sen 25 vre" ou "mais repressiva" conforme os valores e oportunidades percebidos e introjetados em sua época. A percepção é uma habilidade cognitiva determinante na capacidade de escolha e na identificação e agenciamento das oportunidades do contexto social [26][27][28] . No entanto, com as (o)pressões da cultura "jovial" a insatisfação com o corpo, as perdas funcionais, a religiosidade, o sistema político sexista e misógino, entre outras, passam a influenciar a compreensão de si mesmo 9,29 , oferecendo respostas aos papeis sociais esperados e determinando as oportunidades que funcionam mais como barreiras para as possibilidades de escolha, condicionando, na maioria das vezes o viver "trancado no armário" ou a homofobia internalizada 9 e a violência de gênero e sexualidade internalizada.…”

Section: Os Nomes Designam Representações Sob Os Modos De Agir No Mununclassified

Velhices dissidentes de gêneros e sexualidades: as ocupações coletivas frente a pandemia Covid-19/Old age dissenting in genders and sexualities: collective occupations in the face of the Covid-19 pandemic

Correia

Corrêa

Pedro³

et al. 2020

Rev. Interinst. Bras. Ter. Ocup.

View full text Add to dashboard Cite

Este ensaio aborda as velhices dissidentes de gênero e sexualidade, ou comumente identificadas como LGBTQI+, no enfrentamento das questões colocadas pelo atual momento de pandemia da Covid-19. No entanto, no transcorrer do debate, identificamos que a gramática das trajetórias de envolvimento ocupacional desta população, que ambiguamente convive com os agenciamentos do estigma do ser velho e da identidade de gênero e sexual, caminharam para além das estratégias de enfrentamento da atual pandemia. E sim, para um processo complexo e longitudinal, histórico e culturalmente construído, dos mecanismos de abjeção e invisibilidade que os colocam na dicotômica e injusta condição de buscar ‘saídas do armário’ para responder entre as privações de liberdade e as libertações de gênero e sexualidade. A vivência de situações de crise coloca na arena política abertamente as fragilidades e vulnerabilidades desta população. Neste sentido, compartilhamos conjecturas teóricas a partir dos estudos da ocupação humana sobre as coesões e disjunções do tecido social, a intencionalidade do agir coletivo, e contextualizamos estes posicionamentos com algumas ações desenvolvidas na ONG EternamenteSOU, na cidade de São Paulo e Rio de Janeiro, na qual fazemos parte como agentes voluntários. AbstractThis essay addresses old age dissenting in gender and sexuality, or commonly identified as LGBTQI+, in addressing the questions posed by the current pandemic moment of Covid-19. However, in the course of the debate, we identified that the grammar of the trajectories of occupational involvement of this population, which ambiguously coexists with the agencies of the stigma of being old and of gender and sexual identity, went beyond the strategies of coping with the current pandemic. And yes, for a complex and longitudinal, historically and culturally constructed process, of the mechanisms of abjection and invisibility that place them in the dichotomous and unfair condition of seeking 'out of the closet' to respond between deprivation of liberty and liberations of gender and sexuality. The experience of crisis situations places the weaknesses and vulnerabilities of this population in the political arena. In this sense, we share theoretical conjectures from the studies of human occupation on the cohesions and disjunctions of the social fabric, the intentionality of collective action, and contextualize these positions with some actions developed at EternamenteSOU aNon-governmental organization, in the city of São Paulo and Rio de Janeiro, we are part of as volunteer agents.Keywords: Aging; Gender; Elderly, LGBT; Sexuality; Occupational therapy. ResumenEste ensayo aborda las vejez disidentes de género y sexualidad, o comúnmente identificadas como LGBTQI +, al abordar los problemas planteados por el momento pandémico actual de Covid-19. Sin embargo, en el curso del debate, identificamos que la gramática de las trayectorias de participación ocupacional de esta población, que coexiste ambiguamente con las agencias del estigma de ser viejo y de identidad de género y sexualidad, fue más allá de las estrategias para enfrentar la pandemia actual. Y sí, para un proceso complejo y longitudinal, construido histórica y culturalmente, de los mecanismos de abyección e invisibilidad que los colocan en la condición dicotómica e injusta de buscar 'fuera del armario' respuestas entre la privación de libertad y las liberaciones de género y sexualidad. La experiencia de situaciones de crisis coloca abiertamente las debilidades y vulnerabilidades de esta población en la arena política. En este sentido, compartimos conjeturas teóricas de los estudios de la ocupación humana sobre las cohesiones y disyunciones del tejido social, la intencionalidad del actuar colectivo, y contextualizamos estas posiciones con algunas acciones desarrolladas en la ONG EternamenteSOU, en la ciudad de São Paulo y Río de Janeiro, donde somos parte como agentes voluntarios.Palabras clave: Envejecimiento Género; Adultos mayores, LGBT; Sexualidad; Terapia ocupacional.

show abstract

Section: Os Nomes Designam Representações Sob Os Modos De Agir No Mununclassified

Velhices dissidentes de gêneros e sexualidades: as ocupações coletivas frente a pandemia Covid-19/Old age dissenting in genders and sexualities: collective occupations in the face of the Covid-19 pandemic

Correia

Corrêa

Pedro³

et al. 2020

Rev. Interinst. Bras. Ter. Ocup.

View full text Add to dashboard Cite

show abstract

“…Based on CHAT-methodology, Igira and Gregory (2009) stated that developmental work research focuses on the study of change and development to understand processes of change in work practices. According to Gretschel, Ramugondo and Galvaan (2015) CHAT can be used to study the activities of people (as the subjects) within an activity system as it enables the researcher to view and analyse the complex activity within its cultural, historical and economical dimensions, while also being able to study the different components of the activity system separately. CHAT can thus provide an excellent lens to study complex systems at a certain stage or over a given time span as is the case with teacher professional development through SLP" as discussed above.…”

Section: Chat As a Lens For Educational Researchmentioning

confidence: 99%

The Affordances of Change Laboratories for Improved Sustainability and Impact of in-Service Teacher Professional Development Programmes

Mentz¹,

Beer²

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

View full text Add to dashboard Cite

The leitmotif underpinning this paper is the affordances of third-generation and nascent fourth-generation Cultural-Historical Activity Theory (CHAT) as a research lens, when analyzing complex systems such as teacher professional development. The context is a design-based research study on short learning programmes (SLP's) for science teachers. The SLP's focus on teacher professional development to contextualize science curriculum themes through the infusion of indigenous knowledge. In the SLP's inquiry learning, cooperative learning and self-directed learning are emphasized. The data showed that, although the teachers benefited from the SLP's, and were both more capable and enthusiastic to engage in transformed teaching practices after the intervention, transfer of the newly acquired knowledge and skills to the classroom did not take place in many cases. This lead to the formulation of the research question underpinning this paper: how can the impact and sustainability of well-designed SLP's be ensured? Third-generation CHAT provided insights into the tensions that negatively impacted on the realization of the activity system's 'object'. The 'contradiction of control'-a phrase referring to the fact that different stakeholders had different views and impact on the object-prompted the authors to start planning the implementation of Change Laboratories, and the utilization of fourth-generation Cultural-Historical Activity Theory. For example, many teachers indicated that the expectations of principals and parents that they should 'teach to the test' incited them to fall back on transmission-mode approaches, at the expense of the more learner-centered approaches that they were introduced to during the SLP's. Change Laboratories provide a space where all stakeholders engage in expansive learning, and attempt to come to a shared understanding of the object. By shifting the gaze to fourth generation CHAT, where all stakeholders are seen as different activity systems, researchers might gain insight in how tensions that corrode the realization of the object could be reduced. The paper concludes by providing a number of design principles for such Change Laboratories, such as that the elements of cooperative learning should be guiding the discourse.

show abstract

“…Likewise, reflection aims to enable learners to obtain knowledge and skills regarding IT and apply these in the community to address a challenge. Gretschel, Ramugondo and Galvaan (2015) stipulate that the interaction between the two activity systems may involve some tensions, may elicit some changes and may require reflective practices. For example, a technology teacher aims to include IT in the curriculum, whereas initially, the learners do not see the advantage of obtaining such knowledge.…”

Section: Cultural-historical Activity Theory At An Instructional Level: the Teaching And Learning Of Indigenous Technologymentioning

confidence: 99%

Arguing for the inclusion of indigenous knowledge in the STEM curriculum: Possibilities and challenges

Beer¹,

Wyk²

2019

NWU Self-Directed Learning Series

View full text Add to dashboard Cite

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis book is the result of a longitudinal research project (2016)(2017)(2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school Science, Technology and Mathematics curricula. Short learning programmes (SLPs) were offered to Science, Technology, Engineering and Mathematics (STEM) teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo province, and Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers' lived experiences of the epistemological bordercrossing between Natural Science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention in teachers' classrooms. Most of the chapters in the book report empirical data, with the exception of three chapters (Ch. 2, Ch. 10 and Ch. 11), that can be categorised as systematic reviews. The book is devoted to scholarship in the field of STEM education and teacher professional development, with a specific focus on research into the enhancement of self-directed learning. The target audience are scholars working in the fields of indigenous knowledge systems, STEM education, teacher professional development and self-directed learning. This book makes a unique contribution in terms of, firstly, its extensive use of third-generation Cultural-Historical Activity Theory (CHAT) as a research lens and, secondly, in drawing on research from the fields of neuroscience, science education philosophy, self-directed learning and indigenous knowledge systems, in arguing for such border-crossing. Chapter 1 shows how this research contributes to the development of fourthgeneration CHAT, which, owing to the complexity of the object (which Engeström refers to as 'runaway objects'), requires a focus on numerous activity systems. The book also explores the conundrum of rese...

show abstract

An introduction to Cultural Historical Activity Theory as a theoretical lens for understanding how occupational therapists design interventions for persons living in low-income conditions in South Africa

Cited by 13 publications

References 21 publications

Velhices dissidentes de gêneros e sexualidades: as ocupações coletivas frente a pandemia Covid-19/Old age dissenting in genders and sexualities: collective occupations in the face of the Covid-19 pandemic

Velhices dissidentes de gêneros e sexualidades: as ocupações coletivas frente a pandemia Covid-19/Old age dissenting in genders and sexualities: collective occupations in the face of the Covid-19 pandemic

The Affordances of Change Laboratories for Improved Sustainability and Impact of in-Service Teacher Professional Development Programmes

Arguing for the inclusion of indigenous knowledge in the STEM curriculum: Possibilities and challenges

Contact Info

Product

Resources

About