The challenge of change: Using activity theory to understand a cultural innovation |
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Authors: | Roseanna Bourke Alyson McGee |
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Institution: | (1) School of Educational Psychology and Pedagogy, Victoria University, Wellington, New Zealand;(2) School of Educational Studies, Massey University, Palmerston North, New Zealand |
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Abstract: | This article explains how an inservice teacher education organisation in New Zealand embarked on a cultural innovation to
challenge and build bicultural pedagogies, policies and practices. To understand the process and the impact of a three-year
cultural innovation both intended and unintended changes need to be explored. Using a framework of second generation cultural
historical activity theory, the article examines the individual and institutional changes, exposing both tensions and learning.
Key successful factors included establishing a clearly recognized purpose, widening individual and group involvement, and
creating flexibility to build a strong platform to support the innovation. However, tensions were created when externally
imposed factors such as changes in government policy and re-prioritization of funding were introduced. The external tensions
challenged the internal organisational structures and stability, which in turn affected the cultural innovation and destabilised
the change process. |
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Keywords: | |
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