Where is the primary contradiction?

Rocha, Paulo

doi:10.7146/ocps.v21i02.118560

Cited by 2 publications

(2 citation statements)

References 2 publications

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Section: Figurementioning

confidence: 99%

“…The primary inner contradictions reflect the basic contradiction characteristic of the socio-economic formation as a whole (Engeström, 1990 , p. 84). Primary contradiction is omnipresent, lurking at the bottom of every activity in capitalism (Rocha, 2020 ). While Marx's ideas suggest that a trademark of capitalist social formations is the way surplus is pumped out from living labor (Marx, 1909 ), activity theory posits that the dual nature of commodities (i.e., their use and exchange value) is the primary contradiction existent among all activities (Engeström, 2001 ).…”

Section: Introductionmentioning

confidence: 99%

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How to form shared objects to enhance university–school collaboration? A cultural–historical activity theory perspective

Fang,

Mao,

Hong

et al. 2024

Front. Psychol.

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IntroductionUniversity-school (U–S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U–S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity.MethodsRecordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis.ResultsThe findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named “experimental object,” which highlights the significance of experimentation in U–S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine.DiscussionThe current study implicates that U–S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U–S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.

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Section: Figurementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How to form shared objects to enhance university–school collaboration? A cultural–historical activity theory perspective

Fang,

Mao,

Hong

et al. 2024

Front. Psychol.

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Expansive and expensive EP training: A CHAT analysis of the EP training programme in Scotland

Colville¹,

Horribine²

2023

bpsecp

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AimsThis paper presents a study investigating factors underpinning EP training in Scotland and the impact of these on trainee Educational Psychology learning and development. It draws on second-generation Cultural-Historical Activity Theory (CHAT) (Engeström, 2001) and activity system analysis (Yagamata-Lynch, 2010) to consider the organizational, social, cultural and historical factors that have influenced the current training programme.MethodThe views of six stakeholder groups were gathered via on-line questionnaire (lecturers, guest speakers, trainees, Educational Psychology (EP) managers, EP practice supervisors, and governance-level professionals). Analysis of qualitative data was undertaken first via thematic analysis and then CHAT analysis.FindingsFindings indicate that trainees, lecturers and practitioners have a sophisticated understanding of the dialogic, reflective, relational and collaborative aspects of trainee learning on placement and at university. However, contradictions between elements of the training activity system may hinder optimal delivery of training and governance of the training partnership. These include: (a) ‘clunky 2-stage model (tool) versus clarity of roles in delivery and governance of the training programme’, (b) Clunky 2-stage model versus optimal trainee experience in year 3 of training, (c) university/professional standards versus contractual/funding obligations versus quality of trainee experience. These finding suggests potential for expansive development as all six stakeholder groups emphasised the need to move to a three-year doctoral programme. Barriers to this are considered as the primary contradiction in EP training in relation to cost/ benefits for each stakeholder group invested in the training partnership.LimitationsThe views of some stakeholders in the training partnership such as local authority and government representatives were not included in the study and inclusion of those using DWR methodology could have enabled discussion on sustainable transformation in the training model.ConclusionsA nuanced CHAT analysis of trainee learning and development and the broader partnership model of training in Scotland has not been studied in this way before and therefore makes a significant contribution to research in this area. The findings and insights of this study may provide evidence to policy-makers and budget holders to support decision making around development of future training programmes.

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Where is the primary contradiction?

Cited by 2 publications

References 2 publications

How to form shared objects to enhance university–school collaboration? A cultural–historical activity theory perspective

How to form shared objects to enhance university–school collaboration? A cultural–historical activity theory perspective

Expansive and expensive EP training: A CHAT analysis of the EP training programme in Scotland

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