Critical Perspectives on Activity: Explorations Across Education, Work, and Everyday Life

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Dedication......Page 7
Contents......Page 9
Contributors......Page 11
Foreword......Page 13
Acknowledgements......Page 17
introduction......Page 19
a critical perspective?......Page 21
major themes across the collection......Page 26
activity across education, work, and everyday life: visions of lifelong learning......Page 33
concluding remarks......Page 36
introduction......Page 41
vygotsky: the feuerbach of marxist psychology......Page 42
soviet and western marxist psychologists: are they marxist or young left hegelians?......Page 44
the struggle for a marxist psychology......Page 45
some ideas about the project of marxist psychology......Page 46
abstract and concrete activity......Page 47
activity theory......Page 49
conclusion......Page 51
content and position of activity theory......Page 53
vygotsky, leontyev, and luria: the founders......Page 55
the activity theory: three stages of development......Page 57
is there a need for a fourth stage of chat?......Page 67
introduction......Page 70
the “plato-kant sequence”: a neo-pragmatic\rmeta-narrative of philosophy......Page 72
rejuvenated liberalism and its ironists......Page 79
education in the rortyan liberal utopia......Page 83
concluding remarks......Page 87
play according to froebel – self-activity and the\rvital unity with respect to child development......Page 93
the activity theory and play – elkonin and leontyev and cultural historical psychology......Page 98
conclusions......Page 105
introduction......Page 107
part i: alienated categories......Page 113
part ii: alienated problems and alternatives......Page 117
part iii: alienated learning......Page 123
Aspect I......Page 124
Aspect II......Page 127
Aspect III......Page 128
Aspect IV......Page 129
part iv. alienated distribution......Page 132
conclusion......Page 138
introduction......Page 141
reading the chat model......Page 142
the \"quality\" discourse in the context of higher education and labor relations......Page 147
the case study: a teacher accused of negligence......Page 149
weak protections in the contract......Page 151
the teacher\'s defense......Page 153
quality issues that some faculty considered worth striking over......Page 156
consequences: who wins if the union loses?......Page 158
“quality” issues on a district-wide scale:\rtargets for privatization......Page 159
introduction......Page 163
modes of production and human development......Page 165
global capitalism and the knowledge society......Page 166
the limits of recent educational research......Page 168
forms of work and forms of learning......Page 171
prospects for change......Page 174
introduction......Page 178
labor process theory, briefly......Page 179
the upgrading challenge to labor process theory......Page 180
reading marx......Page 184
an activity theory framework......Page 188
a case: software development......Page 190
Socialization of the Development Process......Page 193
Socialization Versus Valorization......Page 202
Object......Page 206
socialization and skill in historical perspective......Page 207
the value dilemma......Page 211
the life of the object: rubbish theory......Page 212
opening up production and consumption......Page 213
actions on the object......Page 215
how value is shaped......Page 220
the intentional reshaping of value......Page 221
the learning challenge......Page 224
karl marx\'s philosophical anthropology......Page 229
individual\'s formation according to a. n. leontyev\'s psychology......Page 239
agnes heller’s theory of everyday life and schooling as mediation between everyday life…......Page 245
introduction......Page 256
the evisceration of working-class community......Page 258
theories of relations between subordination, learning, and the everyday......Page 260
on the everyday: new concepts for analyzing activity and class power......Page 263
ascending to the concrete: some empirical illustrations......Page 268
Type 1: Domination......Page 271
Type 2: Resistance......Page 275
Type 3: Transformation......Page 280
conclusion......Page 283
References......Page 287
Index......Page 311