Critical perspectives on activity theory

Educational Review

Volumn 61, Issue 2, 2009, Pages 131-138

  Martin, Deirdre ^a   Peim, Nick ^a  

^a UNIVERSITY OF BIRMINGHAM   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 69249168905     PISSN: 00131911     EISSN: 14653397     Source Type: Journal    
DOI: 10.1080/00131910902844689     Document Type: Editorial

References (11)

1. Boag-Munroe, G. 2004. Wrestling with words and meanings: Finding a tool for analyzing language in activity theory. Educational Review 56, no. 2: 165-82.
2. Daniels, H. 2004. Activity theory, discourse and Bernstein. Educational Review 56, no. 2: 121-32.
3. Daniels, H. and A. Edwards, eds. 2004. Sociocultural and activity theory in educational research. Special issue, Educational Review 56, no. 2.
4. Derrida, J. 1997. Of grammatology. Baltimore, MD: John Hopkins University Press.
5. Edwards, A. 2005. Let's get beyond community and practice: The many meanings of learning by participating. The Curriculum Journal 16, no. 1: 49-65.
6. Edwards, A. 2007. An interesting resemblance: Vygotsky, Mead and American pragmaticism. In The Cambridge companion to Vygotsky, ed. H. Daniels, M. Cole, and J. Wertsch, 77-100. Cambridge: Cambridge University Press.
7. Edwards, A., and H. Daniels. 2004. Editorial: Using sociocultural and activity theory in educational research. Educational Review 56, no. 2: 107-11.
8. Engeström, Y. 2001. Expansive learning at work: Toward an activity-theoretical reconceptualization. Journal of Education and Work 14: 133-56.
9. Gronn, P. 2006. The significance of distributed leadership. BC Educational Leadership Researech Ejournal 7.
10. Popova, A., and H. Daniels. 2004. Employing the concept of the object in discussion of the links between school pedagogies and individual working lives in pre- and post-Soviet Russia. Educational Review 56, no. 2: 193-205.
11. Steinnes, J. 2004. Transformative education in a poststructuralist perspective. Journal of Transformative Education 2: 261-75.