Relational Agency in Professional Practice: A CHAT Analysis

Cultural Historical Activity Theory (CHAT) is a useful framework for examin- ing learning to become a professional. This is particularly the case when professional practice is seen to be developed within specific institutional settings. However, new forms of practice are being required which call for a capacity to work with other practitioners and draw on resources that may be distributed across systems to support professional ac- tions. In this paper the concept of relational agency is described and illustrated with refer- ence to a series of research studies. It is argued that relational agency leads to an en- hanced form of professional agency and that there are implications for the development of CHAT.

[1]  S. Chaiklin,et al.  The institutionalisation of cultural-historical psychology as a multinational practice , 2001 .

[2]  A. Clark Being There: Putting Brain, Body, and World Together Again , 1996 .

[3]  K. Knorr-Cetina,et al.  Epistemic cultures : how the sciences make knowledge , 1999 .

[4]  Victor Kaptelinin,et al.  INTRODUCTION: "Perspectives on the Object of Activity" , 2005 .

[5]  J. Bruner The Culture of Education , 1996 .

[6]  T. Mischel,et al.  The self : psychological and philosophical issues , 1977 .

[7]  L. S. Vygotskiĭ,et al.  The history of the development of higher mental functions , 1997 .

[8]  Neil Mercer,et al.  Words and Minds : How We Use Language to Think Together , 2000 .

[9]  A. N. Leont’ev On Vygotsky’s Creative Development , 1997 .

[10]  A. Edwards,et al.  Steps towards participation: the social support of learning trajectories , 2005 .

[11]  James G. Greeno,et al.  Response: On Claims That Answer the Wrong Questions , 1997 .

[12]  Anne Edwards,et al.  Relational agency: Learning to be a resourceful practitioner , 2005 .

[13]  A. Edwards,et al.  Relational agency and disposition in sociocultural accounts of learning to teach , 2004 .

[14]  A. N. Leont’ev,et al.  Activity, consciousness, and personality , 1978 .

[15]  J. Porac,et al.  Cognition and Communication at Work , 1999 .

[16]  G. Salomon Distributed cognitions : psychological and educational considerations , 1997 .

[17]  A. Kozulin The concept of activity in Soviet psychology: Vygotsky, his disciples and critics , 1986 .

[18]  Deborah Hicks Self and Other in Bakhtin's Early Philosophical Essays: Prelude to a Theory of Prose Consciousness , 2000 .

[19]  A. Stetsenko,et al.  Activity as Object-Related: Resolving the Dichotomy of Individual and Collective Planes of Activity , 2005 .

[20]  Steven Durlauf,et al.  Social Capital , 2004 .

[21]  M. Little,et al.  Refocusing Children's Services towards Prevention: Lessons from the Literature. , 2006 .

[22]  Anne Edwards,et al.  Let's get beyond community and practice: the many meanings of learning by participating , 2005 .

[23]  A. Masten,et al.  The development of competence in favorable and unfavorable environments. Lessons from research on successful children. , 1998, The American psychologist.

[24]  J. Greeno On Claims That Answer the Wrong Questions , 1997 .

[25]  Robert W. Rieber,et al.  Problems of the theory and history of psychology : including the chapter on the crisis in psychology , 1997 .

[26]  L. Goldstein The Relational Zone: The Role of Caring Relationships in the Co-Construction of Mind , 1999 .

[27]  A. Edwards,et al.  Learning to See in Classrooms: What are student teachers learning about teaching and learning while learning to teach in schools? , 2003 .

[28]  Deirdre Boden,et al.  NowHere: Space, Time, and Modernity , 1995 .

[29]  G. Jack,et al.  Social capital and child welfare , 1999 .

[30]  O. Dreĭer Personal Trajectories of Participation across Contexts of Social Practice , 1999, Outlines. Critical Practice Studies.

[31]  Y. Engeström,et al.  Perspectives on activity theory: Play, learning, and instruction , 1999 .

[32]  L. Protheroe,et al.  Teaching by proxy: understanding how mentors are positioned in partnerships , 2004 .

[33]  Karen Littleton,et al.  Social processes in children's learning , 1999 .

[34]  K. Hakkarainen,et al.  Communities of Networked Expertise: Professional and Educational Perspectives , 2004 .

[35]  John Shotter,et al.  Cultural politics of everyday life , 1993 .

[36]  Charles Taylor The Ethics of Authenticity , 1992 .

[37]  S. Chaiklin The category of 'personality' in cultural-historical psychology , 2001 .

[38]  Y. Engeström,et al.  Activity theory and individual and social transformation. , 1999 .

[39]  Anne Edwards,et al.  The New Multi‐Agency Working: Collaborating to Prevent the Social Exclusion of Children and Families , 2004 .

[40]  S. Billett Relational Interdependence Between Social and Individual Agency in Work and Working Life , 2006 .

[41]  Seth Chaiklin,et al.  The Theory and Practice of Cultural-Historical Psychology , 2000 .

[42]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .