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このアイテムの引用には次の識別子を使用してください: http://hdl.handle.net/10112/7565

タイトル: Not from the Inside Alone but by Hybrid Forms of Activity: Toward an Expansion of School Learning
著者名: YAMAZUMI, Katsuhiro
著者の別表記: 山住, 勝広
キーワード: Hybird educational project
school-university partnership
networks of learning
school as societal change agent
project-based learning
school innovation
activity theory
expansive learning
論文発行年月日: 2009年3月
出版者: Center for Human Activity Theory, Kansai University
出版者の別表記: 関西大学人間活動理論研究センター
雑誌名: Actio : an international journal of human activity theory
巻: 2
開始ページ: 35
終了ページ: 55
抄録: This article illuminates and analyzes a hybrid educational project as intervention research in Osaka. The intervention research aims to develop a hybrid activity system in schools, based on a partnership between a university and local elementary schools but also involving other social actors and institutions. These parties are involved in designing and implementing such forms of activity as children’s project-based learning and networks of learning to bridge the gap between school activities and the productive practices of everyday life outside the school. Based on the framework of activity theory and the expansive learning approach to school innovation, the idea of this intervention is that expanding school activity is carried out not from the inside alone but by creating hybrid and symbiotic activities in which various involved partners inside and outside the school collaborate and reciprocate with one another; participating organizations and actors potentially share expanded new objects of educational work. In these symbiotic forms of activity, various providers of learning outside schools offer different learning trajectories to teachers and children, and the rules and patterns of instruction/learning are different from those in classroom-based teaching. The notion of ‘negotiated knotworking’ is useful in analyzing this emergence of joint engagement. Knotworking refers to a way of organizing and conducting productive activities in hybrid and distributed fields where different partners operate. The involved partners should be seen as a collective of expansive learners who are willingly generating expansive and powerful learning trajectories that are potentially changing the school.
資料種別: Departmental Bulletin Paper
URI: http://hdl.handle.net/10112/7565
ISSN: 18821065
書誌レコードID: AA12212533
著者版フラグ: publisher
出現コレクション:Actio: An international Journal of Human Activity Theory-No.2

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