Contradictions, transitions, and materiality in organizing processes: An activity theory perspective

Foot, Kirsten A.; Groleau, Carole

doi:10.5210/fm.v16i6.3479

Cited by 40 publications

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“…A further example of a "beyond domain" methodology is provided by Foot and Groleau (2011), through an extension of Engestrom's (1999) notion of CHAT (i.e. cultural-historical activity theory).…”

Section: Towards New "Beyond Domain" Approachesmentioning

confidence: 99%

Organizational Discourse: Domains, Debates, and Directions

Phillips¹,

Oswick²

2012

The Academy of Management Annals

153

190

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Interest in the analysis of organizational discourse has expanded rapidly over the last two decades. In this article, we reflect critically on organizational discourse analysis as an approach to the study of organizations and management highlighting both its strengths and areas of challenge. We begin with an explanation of the nature of organizational discourse analysis and outline some of the more significant contributions made to date. We then discuss existing classifications of approaches to the study of organizational discourse. These fall into two main categories: classifications by level of analysis and classifications by type of method. We then argue that both of these approaches are inherently problematic and present an alternative way to understand the varieties of approaches to the analysis of organizational discourse based on within domain and across domain characterizations. We conclude with a discussion of the challenges that remain in the development of organizational discourse as an area of study and point to some of the opportunities for important and unique contributions to our understanding of organizations and management that this family of methods brings. Permanent repository link

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Section: Towards New "Beyond Domain" Approachesmentioning

confidence: 99%

Organizational Discourse: Domains, Debates, and Directions

Phillips¹,

Oswick²

2012

The Academy of Management Annals

153

190

View full text Add to dashboard Cite

show abstract

“…Thus, in order to identify the structural contradictions as well as the origins of the KNOU students' negative perceptions, it is Primary contradictions are rooted in each node of the activity system. Those primary contradictions originate from the tension between the exchange value and the use value in the capitalist socio-economic formations (Engeström, 2001) and arise from the dual construction of the nodes as they have inherent worth (Foot & Groleau, 2011) Given the mass education of KNOU, I know it is not easy to respond quickly to every student's questions... I don't think we should just study what is given to us, take exams, get grades, and graduate.…”

Section: Multiple Levels Of Contradictionmentioning

confidence: 99%

“…In a similar vein, while the curriculum containing subject knowledge in regards to the topics of the course can be viewed as the course contents to enhance students' learning, the overly theoretical/practical curriculum did not meet the students' need for learning Unlike other levels of contradiction, the primary contradiction generally remains unresolved (Engeström, 2001;Foot & Groleau, 2011;Sawchuk, 2006) because it is fundamentally embedded within each element of the activity itself (Engeström, 1987).…”

Section: Multiple Levels Of Contradictionmentioning

confidence: 99%

“…However, the tension along with this primary contradiction makes the activity system constantly transform (Engeström, 2001;Foot & Groleau, 2011) and subsequently becomes the rudimentary ground upon which the other levels of contradiction are conceptualized.…”

Section: Multiple Levels Of Contradictionmentioning

confidence: 99%

“…By conceptualizing the secondary contradictions, we can grasp the implicit primary contradictions and address a specific problem (Foot & Groleau, 2011).…”

Section: Multiple Levels Of Contradictionmentioning

confidence: 99%

See 2 more Smart Citations

A cultural-historical activity theory investigation of contradictions in open and distance higher education among alienated adult learners in Korea National Open University

Joo

2014

IRRODL

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Drawing upon cultural-historical activity theory, this research analyzed the structural contradictions existing in a variety of educational activities among a group of alienated adult students in Korea National Open University (KNOU). Despite KNOU's quantitative development in student enrollment, the contradictions shed light on how the institution's top-down, bureaucratic pedagogical system collided with individual expectations and needs. In particular, the participants' critical viewpoints demonstrate the incompatible social roles that the open and distance higher education institution plays in Korean society. For example, while KNOU contributes to extending higher education opportunities for those who have unmet educational needs, the value of the KNOU degree has not been socially acknowledged since there is little, if any, competition in the entrance process. This study also documents how these contradictions were culturally and historically embedded in the participants' distance higher education activities. Given the persistent contradictions, the research findings illuminate that KNOU's efficiency-oriented model has not effectively facilitated the students' learning as its distance higher education system is inevitably based on a compromise between a competitive, quality curriculum and the efficient extension of audiences.

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Activity Theory

Foot¹

2016

The International Encyclopedia of Communication Theory and Philosophy

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Cultural‐historical activity theory (abbreviated as CHAT or activity theory) is a theoretical framework for understanding how people engage in collective, communicative, purposeful activity. Activity theory is practice‐based and object‐driven, and employed in many fields of social research including communication and organizational studies. It enables both the analysis of complex and evolving collective practices and the generation of insights for the shaping of future practices. Activity theory provides a framework for analyzing interactions between people that includes not only the interpersonal/communicative aspects of those interactions, but also the cultural, historical, political, and economic dimensions. This entry introduces the core concepts of the activity system, contradictions with and between activity systems, and developmental cycles of activity systems. These three concepts are essential for understanding contemporary discussions of activity theory.

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Contradictions, transitions, and materiality in organizing processes: An activity theory perspective

Cited by 40 publications

References 0 publications

Organizational Discourse: Domains, Debates, and Directions

Organizational Discourse: Domains, Debates, and Directions

A cultural-historical activity theory investigation of contradictions in open and distance higher education among alienated adult learners in Korea National Open University

Activity Theory

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