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Positioning the individual teacher in school-based learning for inclusion |
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| Institution: | 1. Department of Psychiatry, Inha University Hospital, 27 Inhang-ro, Jung-gu, Incheon 22332, Republic of Korea;2. Department of Psychiatry and Behavioral Science, Seoul National University College of Medicine, 103 Daehak-ro, Jongno-gu, Seoul 03080, Republic of Korea;3. Department of Neuropsychiatry, Seoul National University Hospital, 101 Daehak-ro, Jongno-gu, Seoul 03080, Republic of Korea;4. Department of Forensic Medicine, Seoul National University College of Medicine,103 Daehak-ro, Jongno-gu, Seoul 03080, Republic of Korea |
| Abstract: | This paper reports on a critical ethnographic case study investigating teacher learning in a primary school in South Africa. A qualitative research methodology within a cultural–historical activity theoretical (CHAT) framework was employed. The learning trajectories of two teachers are presented spawning questions on how the empirical relationship between individual (teacher) and social (school as system) could be represented within CHAT. It is possible to argue theoretically for an agentive positioning for the two teachers allowing for the possibility that elements of this project will be sustained. |
| Keywords: | Index for Inclusion Cultural–historical activity theory (CHAT) Teacher learning School change Agents of change |
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