Researching reinterpretations of educational activity in dialogic interactions during a fieldtrip

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dc.contributor.author Rajala, Antti
dc.contributor.author Akkerman, Sanne
dc.date.accessioned 2021-02-17T22:44:54Z
dc.date.available 2021-12-17T22:01:37Z
dc.date.issued 2019-03
dc.identifier.citation Rajala , A & Akkerman , S 2019 , ' Researching reinterpretations of educational activity in dialogic interactions during a fieldtrip ' , Learning, Culture and Social Interaction , vol. 20 , pp. 32-44 . https://doi.org/10.1016/j.lcsi.2017.10.006
dc.identifier.other PURE: 97672826
dc.identifier.other PURE UUID: 4b1ea439-1a00-46a6-b8a2-322c78aa115f
dc.identifier.other ORCID: /0000-0001-8212-6325/work/55349055
dc.identifier.other WOS: 000460718400005
dc.identifier.other Scopus: 85035199611
dc.identifier.uri http://hdl.handle.net/10138/326680
dc.description.abstract In this paper, we have conducted a detailed analysis of video-records of a class fieldtrip to an outdoor environmental education center to examine how the activity and its material context were interpreted, negotiated and sometimes contested in dialogic interactions between the students, teacher and two environmental educators. The findings shed light into the varied ways in which the different interpretations during the fieldtrip produced the forest and its surroundings as the material context of the activity. The findings also show how hybrid forms of activity were produced when the different interpretations collided and merged in the dialogic interactions among the actors. The study challenges existing ways of conceptualizing and researching school fieldtrips which to date have often disregarded the negotiation of diverse interpretations that participants make of the ongoing activity and its contexts. More generally, the study opens new ground for dialogical research approaches on learning and education by showing how an explicit focus on disjunctures between different interpretations of activity can shed light into the dynamics of the moment-to-moment production of emergent material contexts of activity. fi
dc.description.abstract In this paper, we have conducted a detailed analysis of video-records of a class fieldtrip to an outdoor environmental education center to examine how the activity and its material context were interpreted, negotiated and sometimes contested in dialogic interactions between the students, teacher and two environmental educators. The findings shed light into the varied ways in which the different interpretations during the fieldtrip produced the forest and its surroundings as the material context of the activity. The findings also show how hybrid forms of activity were produced when the different interpretations collided and merged in the dialogic interactions among the actors. The study challenges existing ways of conceptualizing and researching school fieldtrips which to date have often disregarded the negotiation of diverse interpretations that participants make of the ongoing activity and its contexts. More generally, the study opens new ground for dialogical research approaches on learning and education by showing how an explicit focus on disjunctures between different interpretations of activity can shed light into the dynamics of the moment-to-moment production of emergent material contexts of activity. en
dc.format.extent 13
dc.language.iso eng
dc.relation.ispartof Learning, Culture and Social Interaction
dc.rights unspecified
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject School fieldtrip
dc.subject Cultural-historical activity theory
dc.subject Learning environment
dc.subject Material context of activity
dc.subject Hybridity
dc.subject Dialogic interactions
dc.subject CLASSROOM
dc.subject BOUNDARY
dc.title Researching reinterpretations of educational activity in dialogic interactions during a fieldtrip en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Learning, Culture & Interventions (LECI)
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1016/j.lcsi.2017.10.006
dc.relation.issn 2210-6561
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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