Narratives and activity theory as reflective tools in action research

Stuart, Kaz (Karen) (2012) Narratives and activity theory as reflective tools in action research. Educational Action Research, 20 (3). pp. 439-453.

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Official URL: https://doi.org/10.1080/09650792.2012.697663

Abstract

Narratives and activity theory are useful as socially constructed data collection tools that allow a researcher access to the social, cultural and historical meanings that research participants place on events in their lives. This case study shows how these tools were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice. The tools are shown to individually and jointly aid insight, understanding and action. The participants generated data through narratives and analysed the data with an activity theoretical framework. These were then interpreted as cultural historical artefacts by the researcher. The socially constructed paradigm within which they are situated, their participative use, and their creation of insight, understanding and action make them ideal as action research tools.

Item Type: Article
Journal or Publication Title: Educational Action Research
Publisher: Taylor & Francis (Routledge) / Collaborative Action Research Network (CARN)
ISSN: 1747-5074
Departments: Faculty of Health and Science > Health, Psychology and Social Studies > Working with Children and Families
Depositing User: Anna Lupton
Date Deposited: 23 Nov 2017 10:44
Last Modified: 25 Nov 2017 12:09
URI: http://insight.cumbria.ac.uk/id/eprint/3428

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