Analysing Third Generation Activity Systems: Labour-Power, Subject Position and Personal Transformation

Autor/inn/en	Daniels, Harry; Warmington, Paul
Titel	Analysing Third Generation Activity Systems: Labour-Power, Subject Position and Personal Transformation
Quelle	In: Journal of Workplace Learning, 19 (2007) 6, S.377-391 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665620710777110
Schlagwörter	Learning Theories; Foreign Countries; Research Methodology; Interpersonal Communication; Systems Approach; Organizational Theories; Marxian Analysis; Social Environment; Organizational Climate; At Risk Persons; Youth; Agency Cooperation; Government Employees; Public Service Occupations; Local Government; Professional Development; Social Services; Adult Learning; Transformative Learning; Work Environment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Ausland; Research method; Forschungsmethode; Interpersonale Kommunikation; Systemischer Ansatz; Organisationstheorie; Marxism; Marxismus; Soziales Umfeld; Organisationsklima; Risikogruppe; Jugend; Jugendlicher; Jugendalter; Gemeindeverwaltung; Social service; Soziale Dienstleistung; Soziale Dienste; Adulte education; Adult training; Erwachsenenbildung; Pädagogische Transformation; Arbeitsmilieu
Abstract	Purpose: The purpose of this paper is to describe how Engestrom's "third generation" activity theory, with its emphasis on developing conceptual tools to understand dialogues, multiple perspectives and networks of interacting activity systems, has informed research into professional learning in multiagency service settings in England. Design/methodology/approach: Researchers worked intensively with multi-professional teams in five English local authorities. Through the use of developmental research work (DWR) methodologies, they sought to understand and facilitate the expansive learning that takes place in and for multiagency work. Findings: Provisional analysis of data has emphasised the need to understand activity systems in terms of contradictions, which may be developed through reference to the notion of labour-power; subject positioning and identity within activities; emotional experiencing in processes of personal transformation. The general working hypothesis of learning itself requires expansion to include notions of experiencing and identity formation within an account that includes systematic and coherent analysis of the wider social structuring of society. Practical implications: The paper describes the beginnings of a refinement of DWR methodology, workshop methods and activity theory derived analyses of data generated through DWR. Originality/value: The analysis offered represents an advance beyond second generation activity theory, which was concerned with single activity systems. The conceptual strands (upon labour-power related contradictions, subject positioning, emotional experiencing) have been under-developed in activity theory. This project exemplifies the complexities of the "dual motive" of object-oriented activity systems. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10