The Mediation of Policy Knowledge: An Interpretive Analysis of Intersecting Activity Systems

Abstract

We use structurating activity theory, an integration of structuration and culturalhistorical activity theories, to examine how individuals construct policy knowledge. The study was conducted over 5 months with participants from related activity systems who interacted regarding special education policy. Qualitative analysis focused on how participants drew on system-specific and structural rules and resources to construct policy knowledge within and between activity systems. Results reveal how participants developed policy knowledge that was mediated by system elements of divisions of labor, communities, rules, subjects, and both material and symbolic mediating resources. The mediated knowledge construction process also reproduced broad structural features. Results interpreted through structurating activity theory extend current understandings of policy and knowledge processes and offer directions for future research.

Cultural-Historical Activity Theory: Exploring a Theory to Inform Practice and Research

“…Although CHAT is not yet widely known in the U.S., it is being employed by scholar-practitioners across a diverse array of fields to advance ways of thinking about and shaping professional practices such as developing curricula and teaching at all education levels (Cole, 1996;Jonassen & RohrerMurphy, 1999;Roth & Lee, 2007), providing mental health care (Sundet, 2010), strategizing and managing organizational processes (Blackler, Crump, & McDonald, 1999, 2000, designing digital technologies (Kaptelinin & Nardi, 2006), tracing the computerization of architectural design (Groleau, Demers, Lalancette, & Barros, 2012), developing public policy (Canary, 2007(Canary, , 2010Canary & McPhee, 2008), and analyzing work.…”

Making Decisions about Children's Disabilities: Mediation and Structuration in Cross-System Meetings

“…For instance, previous SAT analyses demonstrated how members of intersecting organizational and nonorganizational systems communicatively constructed policy knowledge. These analyses revealed how associations among mediating elements, structure, and system and structural contradictions explain policy knowledge processes (Canary, 2010b;Canary & McPhee, 2009). SAT is particularly appropriate for investigating parent-professional decision-making by focusing on these connections between macro-and microsystem features as explanatory mechanisms for cross-system interaction processes.…”

“…Parents and professionals often must negotiate the meaning of technical jargon regarding children (Canary, 2008b;Canary & McPhee, 2009). However, parent and professional meetings sometimes involve members with different language proficiencies, such as one person speaking only English and the other person speaking only Spanish.…”

“…[1] Previous analyses of the entire data set focused on theoretical development and the construction of policy knowledge across social systems (Canary, 2007(Canary, , 2010a(Canary, , 2010bCanary & McPhee, 2009). …”

“…Third, such interactions provide the primary forum for decision-making regarding educational, medical, and community support services (Cooley Hidecker, Jones, Imig, & Villarruel, 2009;King, Batorowicz, & Shepherd, 2008). Research also indicates that parents rely on professionals to interpret policies and to provide information for ongoing decision-making (Canary & McPhee, 2009;Steinberg, Bain, Li, Delgado, & Ruperto, 2003).…”