Linguistique de l’écrit

Revue internationale en libre accès

Livre | Chapitre

189752

Mediating systemic change through sociocultural methods in educational systems in the USA

Elizabeth B. Kozleski Alfredo J. Artiles

pp. 805-822

Résumé

We describe, analyze, and discuss the study, interpretation, and implementation of ongoing educational change that explores the limits of conventional approaches to inquiry driven projects and offers some alternative approaches to engaging change. Using data from a case study of a recent technical assistance project concerned with educational equity for marginalized groups, we detail the challenges of careful inquiry and interpretation in a rapidly changing complex environment that characterizes school systems in the United States (U.S.). In this chapter we suggest that technical assistance offers a critical opportunity to engage individuals and activity systems in changing the outcomes of their practice and, in doing so, shift their praxis in ways that can mediate future work. Because we locate this work within a methodology that is steeped in activity theory, we describe and critique a set of methods for technical assistance that offers a rich context for ongoing research and inquiry as a critical feature for systems transformation.

Détails de la publication

Publié dans:

Smeyers Paul, Bridges David, Burbules Nicholas C., Griffiths Morwenna (2015) International handbook of interpretation in educational research. Dordrecht, Springer.

Pages: 805-822

DOI: 10.1007/978-94-017-9282-0_38

Citation complète:

Kozleski Elizabeth B., Artiles Alfredo J., 2015, Mediating systemic change through sociocultural methods in educational systems in the USA. In P. Smeyers, D. Bridges, N. C. Burbules & Griffiths (eds.) International handbook of interpretation in educational research (805-822). Dordrecht, Springer.