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Mapping the Aesthetic Dimensions of Power: Ethically Wayfinding across Borders 绘制权力的美学维度:跨越国界的道德寻路
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10320227
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引用次数: 0
Unravelling Cultural-Historical Activity Theory (CHAT): Leontiev’s and Engeström’s Approaches to Activity Theory 解构文化史活动理论:列昂蒂耶夫和Engeström的活动理论途径
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10120225
. Activity theory has long been an influential framework in the field of education. However, its theoretical concepts are not easily grasped by scholars, mainly due to difficulties in translation from the original Russian works, the complexity of these concepts and multiple versions embedded within the tradition. The two major approaches within activity theory were established by Leontiev and another version proposed later by Engeström, and they have often been confused and conflated together in the literature. This paper provides a much-needed theoretical comparison between these approaches in regard to the field of education. The criteria for comparison involve their theoretical foundations, central phenomena of interest, key theoretical concepts, units of analysis and explanatory mechanisms. Insights from this paper contribute to establishing a more refined understanding of activity theory and its variants, which in turn allows researchers to make more informed decisions when selecting and using these frameworks. Implications for practical research practices are discussed with examples from the area of teacher professional development.
。长期以来,活动理论一直是教育领域一个有影响的框架。然而,其理论概念并不容易被学者们理解,主要是由于从俄罗斯原著翻译的困难,这些概念的复杂性以及传统中嵌入的多种版本。活动理论中的两种主要方法是由Leontiev建立的,另一个版本后来由Engeström提出,它们在文献中经常被混淆和混为一谈。本文在教育领域对这些方法进行了急需的理论比较。比较标准包括它们的理论基础、关注的中心现象、关键理论概念、分析单位和解释机制。本文的见解有助于建立对活动理论及其变体的更精细的理解,这反过来又使研究人员在选择和使用这些框架时做出更明智的决定。通过教师专业发展领域的例子,讨论了对实际研究实践的启示。
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引用次数: 2
Conceptual Writing to Explore Meaning-Making in Social Theory: Remixing Herbert Spencer and Karl Marx 概念写作探索社会理论中的意义建构:赫伯特·斯宾塞与卡尔·马克思的再融合
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10220224
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引用次数: 0
A Manifesto of Shambolic Form: Approaching Creative-Critical Practice at the Intersection Where Artistic Research, the Global South and Critical Theory Coalesce 混乱形式的宣言:在艺术研究、全球南方和批判理论融合的交叉点接近创造性批判实践
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10320226
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引用次数: 0
Challenging EdTech: Towards a More Inclusive, Accessible and Purposeful Version of EdTech 挑战教育科技:迈向更具包容性、可及性和目的性的教育科技
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10120221
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引用次数: 2
Your Discomfort Is Valid: Big Feelings and Open Pedagogy 你的不适是有效的:大的感觉和开放的教学
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10220222
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引用次数: 0
ASMR Literacies: Toward a Posthuman Structure of Feeling ASMR识字:走向后人类的感觉结构
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10220226
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引用次数: 0
De/Colonisation and the Un/Doing of Critical Theory “去殖民化”与批判理论的“做”
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10320229
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引用次数: 1
Compassion as Our Origin: Examining a Kyoto School Approach 慈悲是我们的起源:检视京都学派的方法
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10120227
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引用次数: 0
Open Schools: Will It Be Different This Time? 开放学校:这次会有所不同吗?
Q1 Arts and Humanities Pub Date : 2022-01-01 DOI: 10.22381/kc10120223
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引用次数: 0
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Knowledge Cultures
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