The Emancipatory Nature of Transformative Agency
- Lotz-Sisitka, Heila, Thifhulufhelwi, Reuben, Chikunda, Charles, Mponwana, Maletje
- Authors: Lotz-Sisitka, Heila , Thifhulufhelwi, Reuben , Chikunda, Charles , Mponwana, Maletje
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436175 , vital:73232 , ISBN 9781009153799 , https://doi.org/10.1017/9781009153799
- Description: Cultural-historical activity theory (CHAT) research has established an impressive body of scholarship that advances social understanding of human agency in the transformation of society, much of which is captured in contributions to this volume (cf. Hopwood (Chapter 15); Sannino (Chapter 2); Stetsenko (Chapter 3); Bal and Bird Bear (Chapter 8)). The main tenets of this work, building on the historical legacy of Vygotsky and Marx, affirm that humans are not passive recipients of external stimuli or influences but are active co-creators of the world (s) they inhabit. They are capable of using and producing cultural tools to take power over their own volitional action (s)(cf. Sannino, 2015, Chap-ter 2 of this volume; Hopwood and Gottshalk, 2017). Vygotsky’s major legacy in coming to understand transformative agency is that the cultural tools produced and used as mediational means are critical in the emergence of transformative agency (Sannino, 2015, 2020, Chapter 2 of this volume; Stetsenko, 2019; Hopwood, Chapter 15 of this volume) and thus in the transformation of human activity. As shown by Sannino (2015, 2020), such tools offer stimulus for volitional action that can break paralysis, especially when conflicts of motives are experienced.
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- Authors: Lotz-Sisitka, Heila , Thifhulufhelwi, Reuben , Chikunda, Charles , Mponwana, Maletje
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436175 , vital:73232 , ISBN 9781009153799 , https://doi.org/10.1017/9781009153799
- Description: Cultural-historical activity theory (CHAT) research has established an impressive body of scholarship that advances social understanding of human agency in the transformation of society, much of which is captured in contributions to this volume (cf. Hopwood (Chapter 15); Sannino (Chapter 2); Stetsenko (Chapter 3); Bal and Bird Bear (Chapter 8)). The main tenets of this work, building on the historical legacy of Vygotsky and Marx, affirm that humans are not passive recipients of external stimuli or influences but are active co-creators of the world (s) they inhabit. They are capable of using and producing cultural tools to take power over their own volitional action (s)(cf. Sannino, 2015, Chap-ter 2 of this volume; Hopwood and Gottshalk, 2017). Vygotsky’s major legacy in coming to understand transformative agency is that the cultural tools produced and used as mediational means are critical in the emergence of transformative agency (Sannino, 2015, 2020, Chapter 2 of this volume; Stetsenko, 2019; Hopwood, Chapter 15 of this volume) and thus in the transformation of human activity. As shown by Sannino (2015, 2020), such tools offer stimulus for volitional action that can break paralysis, especially when conflicts of motives are experienced.
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Expansive Learning and Transformative Agency for Equity and Sustainability: Formative Interventions in Six Continents
- Engeström, Yrjö, Bal, Aydin, Sannino, Annalisa, Morgado, Luciana P, de Gouveia Vilela, R A, Querol, Marco P, Lotz-Sisitka, Heila, Wei, Ge, Chikunda, Charles, Hopwood, Nick, Virkkunen, Jaakko, Mukute, Mutizwa
- Authors: Engeström, Yrjö , Bal, Aydin , Sannino, Annalisa , Morgado, Luciana P , de Gouveia Vilela, R A , Querol, Marco P , Lotz-Sisitka, Heila , Wei, Ge , Chikunda, Charles , Hopwood, Nick , Virkkunen, Jaakko , Mukute, Mutizwa
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436688 , vital:73293 , ISBN 978-3-030-99347-4 , https://repository.isls.org//handle/1/8974
- Description: This double symposium brings together activity-theoretical formative intervention research conducted in six continents. The aim is to illuminate and examine the common threads, important differences, and new challenges of formative inter-vention studies to address “wicked problems” in different cul-tural, political, and economic contexts. Formative interven-tions facilitate expansive learning and systemic transfor-mation led by local stakeholders in organizations and social movements. The formative intervention methodology is based on the principles of double stimulation and ascending from the abstract to the concrete. Its most well-known appli-cation is the Change Laboratory method. Formative interven-tions generate and support expansive learning and trans-formative agency. The current global crises of climate change, poverty and deepening inequalities are giving rise to what is called fourth generation activity theory for tackling fateful challenges by building heterogenous multiactivity coa-litions. The symposium will present the theoretical and peda-gogical challenges and possibilities in Change Laboratories and other formative interventions to develop just and sus-tainable solutions to global crises.
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- Authors: Engeström, Yrjö , Bal, Aydin , Sannino, Annalisa , Morgado, Luciana P , de Gouveia Vilela, R A , Querol, Marco P , Lotz-Sisitka, Heila , Wei, Ge , Chikunda, Charles , Hopwood, Nick , Virkkunen, Jaakko , Mukute, Mutizwa
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436688 , vital:73293 , ISBN 978-3-030-99347-4 , https://repository.isls.org//handle/1/8974
- Description: This double symposium brings together activity-theoretical formative intervention research conducted in six continents. The aim is to illuminate and examine the common threads, important differences, and new challenges of formative inter-vention studies to address “wicked problems” in different cul-tural, political, and economic contexts. Formative interven-tions facilitate expansive learning and systemic transfor-mation led by local stakeholders in organizations and social movements. The formative intervention methodology is based on the principles of double stimulation and ascending from the abstract to the concrete. Its most well-known appli-cation is the Change Laboratory method. Formative interven-tions generate and support expansive learning and trans-formative agency. The current global crises of climate change, poverty and deepening inequalities are giving rise to what is called fourth generation activity theory for tackling fateful challenges by building heterogenous multiactivity coa-litions. The symposium will present the theoretical and peda-gogical challenges and possibilities in Change Laboratories and other formative interventions to develop just and sus-tainable solutions to global crises.
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Transformative Learning for Teacher Educators: Making sense of Education for Sustainable Development (ESD) policy emphasis on transformative education
- Lotz-Sisitka, Heila, Schudel, Ingrid J, Wilmot, Diana P, O’Donoghue, Rob B, Chikunda, Charles
- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
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- Authors: Lotz-Sisitka, Heila , Schudel, Ingrid J , Wilmot, Diana P , O’Donoghue, Rob B , Chikunda, Charles
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , report
- Identifier: http://hdl.handle.net/10962/435765 , vital:73199 , ISBN Report , https://www.researchgate.net/profile/Ingrid-Schudel/publication/364399424_Transformative_Learning_for_Teach-er_Educators_Making_sense_of_Education_for_Sustainable_Develop-ment_ESD_policy_emphasis_on_transformative_education/links/638c38c3658cec2104ab7227/Transformative-Learning-for-Teacher-Educators-Making-sense-of-Education-for-Sustainable-Development-ESD-policy-emphasis-on-transformative-education.pdf
- Description: This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.This chapter addresses UNESCO’s ESD for 2030 call to push the transformative edge on education needed all over the world so that a sustainable future can be created. More specifically, it responds to the need for building educator ca-pacity for transformative and transgressive learning in a de-veloping world context where high levels of inequality persist in society as a whole, and in the education system. The con-cept of transformative, transgressive learning is examined against a backdrop of contextual realities and challenges. This is followed by a detailed discussion on how, through multi-stakeholder partnerships and networks, we are building teacher educator capacity in the Schools and Sustainability, Fundisa [Teaching] for Change and the Sustainability Starts with Teachers Action Learning programme in South and Southern Africa respectively. These initiatives may offer in-sights into transformative learning in teacher education for those seeking to enable transformative ESD learning in their programmes.
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Transgressing the norm: Transformative agency in community-based learning for sustainability in southern African contexts
- Lotz-Sisitka, Heila, Mukute, Mutizwa, Chikunda, Charles, Baloi, Aristides, Pesanayi, Tichaona V
- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Chikunda, Charles , Baloi, Aristides , Pesanayi, Tichaona V
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127204 , vital:35977 , https://10.1007/s11159-017-9689-3
- Description: Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms – viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.
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- Authors: Lotz-Sisitka, Heila , Mukute, Mutizwa , Chikunda, Charles , Baloi, Aristides , Pesanayi, Tichaona V
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/127204 , vital:35977 , https://10.1007/s11159-017-9689-3
- Description: Environment and sustainability education processes are often oriented to change and transformation, and frequently involve the emergence of new forms of human activity. However, not much is known about how such change emerges from the learning process, or how it contributes to the development of transformative agency in community contexts. The authors of this article present four cross-case perspectives of expansive learning and transformative agency development in community-based education in southern Africa, studying communities pursuing new activities that are more socially just and sustainable. The four cases of community learning and transformative agency focus on the following activities: (1) sustainable agriculture in Lesotho; (2) seed saving and rainwater harvesting in Zimbabwe; (3) community-based irrigation scheme management in Mozambique; and (4) biodiversity conservation co-management in South Africa. The case studies all draw on cultural-historical activity theory to guide learning and change processes, especially third-generation cultural-historical activity theory (CHAT), which emphasises expansive learning in collectives across interacting activity systems. CHAT researchers, such as the authors of this article, argue that expansive learning can lead to the emergence of transformative agency. The authors extend their transformative agency analysis to probe if and how expansive learning might also facilitate instances of transgressing norms – viewed here as embedded practices which need to be reframed and changed in order for sustainability to emerge.
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Agentive learning for sustainability and equity: Communities, cooperatives and social movements as emerging foci of the learning sciences
- Engeström, Yrjö, Sannino, Annalisa, Bal, Aydin, Lotz-Sisitka, Heila, Pesanayi, Tichaona, Chikunda, Charles, Lesama, Manoel F, Picinatto, Antonio C, Querol, Marco P, Lee, Yew J
- Authors: Engeström, Yrjö , Sannino, Annalisa , Bal, Aydin , Lotz-Sisitka, Heila , Pesanayi, Tichaona , Chikunda, Charles , Lesama, Manoel F , Picinatto, Antonio C , Querol, Marco P , Lee, Yew J
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436670 , vital:73292 , ISBN 978-1-4312-0852-4 , https://repository.isls.org//handle/1/372
- Description: This symposium expands the object and scope of the learning sciences by introducing communities, cooperatives and social movements as crucially important sites of learning. The sym-posium papers employ and critically interrogate cultural-historical activity theory, specifically the theory of expansive learning, and the emerging methodology of formative interven-tions as a potential framework for dealing with learning in communities, cooperatives and social movements. Expansive learning emerges as a process of revitalizing the commons, or commoning. The contributions of the symposium point toward the importance of analyzing and fostering transformative agency as a quality of learning.
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- Authors: Engeström, Yrjö , Sannino, Annalisa , Bal, Aydin , Lotz-Sisitka, Heila , Pesanayi, Tichaona , Chikunda, Charles , Lesama, Manoel F , Picinatto, Antonio C , Querol, Marco P , Lee, Yew J
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , symposium
- Identifier: http://hdl.handle.net/10962/436670 , vital:73292 , ISBN 978-1-4312-0852-4 , https://repository.isls.org//handle/1/372
- Description: This symposium expands the object and scope of the learning sciences by introducing communities, cooperatives and social movements as crucially important sites of learning. The sym-posium papers employ and critically interrogate cultural-historical activity theory, specifically the theory of expansive learning, and the emerging methodology of formative interven-tions as a potential framework for dealing with learning in communities, cooperatives and social movements. Expansive learning emerges as a process of revitalizing the commons, or commoning. The contributions of the symposium point toward the importance of analyzing and fostering transformative agency as a quality of learning.
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