The Activity Approach : Death or Rebirth?

Лекторский, В. А.

doi:10.1080/10610405.2004.11059214

Cited by 4 publications

(3 citation statements)

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“…It is surprising that Activity Theory has not been more widely utilised in social work research given the obvious applicability of the perspective to a range of issues, as illustrated by this limited list of examples. Some writers (Letorski, 2004) have suggested that one objection to Activity Theory is its historical link to Marxist ideology. However, this is unlikely to prove a major stumbling block for social work researchers since Marx already commands the status of influential philosopher within the theoretical armoury of the profession.…”

Section: Unfamiliarity Of Cultural-historical Activity Theorymentioning

confidence: 99%

“…However, certain challenges are important to note in the context of social work and field education. Letorski (2004) has noted that postmodern thinking questions ideas, embedded within Activity Theory, about expansion towards some improved state or utopia, because these concepts are contested. Even if one accepts the possibility of design for developmental improvement, Young (2001) argues that activity theory fails to address the power dynamics within activity systems that may inhibit the questioning and sharing of information required to identify solutions to contradictions.…”

Section: Limitations Of Activity Theorymentioning

confidence: 99%

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Improving the quality of social work field education: The efficacy of an analysis using Cultural-Historical Activity Theory

Chilvers

2016

ANZSWJ

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Field education is recognised as a critical element in the preparation of social workers for competent practice. It is also acknowledged as a major pressure point in the provision of social work education in Aotearoa New Zealand. The pressures appear to be related to concerns about quality, consistent standards and the preparation of field educators who often lack the confidence or specialised knowledge and pedagogical skills required to facilitate student learning in the field. Attempts to address these concerns have generally focused on either local or national training programmes based on traditional learning theories. This article proposes that Cultural-Historical Activity Theory offers an alternative approach to the challenge of quality in field education and provides a basic description of the model. In particular, the analytical tools developed by Yrjö Engeström, which focus on the exploitation of tensions and contradictions in activity systems, are discussed as a useful strategy to bring about transformation. The article suggests that Cultural-Historical Activity Theory has been underutilised in social work research, but has the potential to open up rich veins of enquiry related to a range of concerns.

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Section: Unfamiliarity Of Cultural-historical Activity Theorymentioning

confidence: 99%

Section: Limitations Of Activity Theorymentioning

confidence: 99%

Improving the quality of social work field education: The efficacy of an analysis using Cultural-Historical Activity Theory

Chilvers

2016

ANZSWJ

View full text Add to dashboard Cite

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“…La unión de la consciencia y el comportamiento produce la actividad. Esta última, entendida en el ser humano no sólo como comportamiento observable, sino como todo acto ligado a la consciencia, reconoce que tanto las acciones externas como las internas son objetivo principal del estudio psicológico (Hakkarainen, 2004;Lektorskii, 2004;Luria, 1979).…”

Section: Teoría De La Actividadunclassified