The DOI matches its Crossref record.
Activity theory and individual and social transformation
Abstract
Introduction The internationalization of activity theory in the 1980s and 1990s has taken place in the midst of sweeping changes in the political and economic systems of our planet. During a few months, the Berlin Wall came down and Nelson Mandela was freed from prison. Those were only two among the visible symbols of the transformations that continue to amaze the most sophisticated observers. Many of the current changes share two fundamental features. First, they are manifestations of activities from below, not just outcomes of traditional maneuvering among the elite of political decision makers. Second, they are unexpected or at least very sudden and rapidly escalating. These two features pose a serious challenge to behavioral and social sciences. The behavioral and social sciences have cherished a division of labor that separates the study of socioeconomic structures from the study of individual behavior and human agency. In this traditional framework, the socioeconomic structures look stable, all-powerful, and self-sufficient. The individual may be seen as an acting subject who learns and develops, but somehow the actions of the individual do not seem to have any impact on the surrounding structures. This traditional dualistic framework does not help us to understand today's deep social-transformations. More than ever before, there is a need for an approach that can dialectically link the individual and the social structure. From its very beginnings, the cultural-historical theory of activity has been elaborated with this task in mind.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cited by
Expansive Learning at Work: Toward an activity theoretical reconceptualization
Engeström, Y. (2001) · Journal of Education and Work · doi:10.1080/13639080020028747 · Cited by 5,436
Self-citationTheorizing Practice and Practicing Theory
Feldman, M. S., & Orlikowski, W. J. (2011) · Organization Science · doi:10.1287/orsc.1100.0612 · Cited by 1,753
Does discovery-based instruction enhance learning?
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011) · Journal of Educational Psychology · doi:10.1037/a0021017 · Cited by 1,338
Rethinking diversity: Hybridity and hybrid language practices in the third space
Gutiérrez, K. D., Baquedano‐López, P., & Tejeda, C. (1999) · Mind, Culture, and Activity · doi:10.1080/10749039909524733 · Cited by 1,281
Distributed Leadership in Organizations: A Review of Theory and Research
Bolden, R. (2011) · International Journal of Management Reviews · doi:10.1111/j.1468-2370.2011.00306.x · Cited by 1,227
Rewriting the Language of Creativity: The Five A's Framework
Glăveanu, V. P. (2013) · Review of General Psychology · doi:10.1037/a0029528 · Cited by 660
Task-Based Language Teaching: Theory and Practice
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019) · doi:10.1017/9781108643689 · Cited by 407
The Future of Activity Theory: A Rough Draft
Engeström, Y. (2009) · Learning and Expanding with Activity Theory · doi:10.1017/cbo9780511809989.020 · Cited by 387
Self-citationBarab, S. A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T. (2002) · Mind, Culture, and Activity · doi:10.1207/s15327884mca0902_02 · Cited by 265
Marsh, J. A., & Farrell, C. C. (2015) · Educational Management Administration & Leadership · doi:10.1177/1741143214537229 · Cited by 233
Murphy, E., & Rodriguez-Manzanares, M. A. (2008) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1203 · Cited by 213
“The main unit of analysis in AT is the activity system, defined as “object oriented, collective, and culturally mediated human activity” (Engeström & Miettinen, 1999, p. 19).”
BackgroundMethodInfluentialSupporting Whole-class Collaborative Inquiry in a Secondary Mathematics Classroom
Staples, M. (2007) · Cognition and Instruction · doi:10.1080/07370000701301125 · Cited by 196
Reflections on activity theory
Bakhurst, D. (2009) · Educational Review · doi:10.1080/00131910902846916 · Cited by 184
An activity theory approach to research of ICT integration in Singapore schools
Lim, C. P., & Hang, D. (2003) · Computers & Education · doi:10.1016/s0360-1315(03)00015-0 · Cited by 171
Physical and Virtual Tools: Activity Theory Applied to the Design of Groupware
Fjeld, M., Lauche, K., Bichsel, M., Voorhorst, F., Krueger, H., & Rauterberg, M. (2002) · Computer Supported Cooperative Work (CSCW) · doi:10.1023/a:1015269228596 · Cited by 168
Barab, S., Schatz, S., & Scheckler, R. (2004) · Mind, Culture, and Activity · doi:10.1207/s15327884mca1101_3 · Cited by 167
Learning theories for artificial intelligence promoting learning processes
Gibson, D., Kovanovic, V., Ifenthaler, D., Dexter, S., & Feng, S. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13341 · Cited by 155
Activity Theory As a Lens for Characterizing the Participatory Unit.
(2013) · doi:10.4324/9781410609519-16 · Cited by 149
More than just a brain: emotions and the doctoral experience
Cotterall, S. (2013) · Higher Education Research & Development · doi:10.1080/07294360.2012.680017 · Cited by 118
Mixing methods as a process towards indigenous methodologies
Botha, L. (2011) · International Journal of Social Research Methodology · doi:10.1080/13645579.2010.516644 · Cited by 102
Hitt, F., & González-Martín, A. S. (2015) · Educational Studies in Mathematics · doi:10.1007/s10649-014-9578-7 · Cited by 67
Stillman, J., & Anderson, L. (2015) · Teachers and Teaching · doi:10.1080/13540602.2015.1044330 · Cited by 63
Making ‘Context’ Concrete: A Dialogical Approach to the Society–Health Relation
Cornish, F. (2004) · Journal of Health Psychology · doi:10.1177/1359105304040894 · Cited by 63
Losing by Expanding: Corralling the Runaway Object
Spinuzzi, C. (2011) · Journal of Business and Technical Communication · doi:10.1177/1050651911411040 · Cited by 63
Greenhow, C., & Belbas, B. (2007) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-007-9023-3 · Cited by 60
Hordvik, M., MacPhail, A., & Ronglan, L. T. (2019) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2019.1623189 · Cited by 52
Hardman, J. (2019) · Heliyon · doi:10.1016/j.heliyon.2019.e01726 · Cited by 52
Using a social justice approach to decolonize an engineering curriculum
Winberg, S., & Winberg, C. (2017) · 2017 IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon.2017.7942855 · Cited by 43
Yao, Y., Zhu, X., Xiao, L., & Lu, Q. (2025) · Journal of Second Language Writing · doi:10.1016/j.jslw.2025.101179 · Cited by 38
Critical Praxis Research: Breathing New Life into Research Methods for Teachers
Kress, T. M. (2011) · Explorations of Educational Purpose · doi:10.1007/978-94-007-1790-9 · Cited by 45
Nyame-Asiamah, F. (2020) · Information Technology for Development · doi:10.1080/02681102.2019.1650326 · Cited by 28
Timmis, S. (2014) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-013-9178-z · Cited by 27
Boz, T., & Allexsaht-Snider, M. (2022) · Education and Information Technologies · doi:10.1007/s10639-021-10736-4 · Cited by 25
The clinic-level perspective on mHealth implementation: a South African case study
Wolff-Piggott, B., Coleman, J., & Rivett, U. (2018) · Information Technology for Development · doi:10.1080/02681102.2016.1233858 · Cited by 21
(2002) · Texas ScholarWorks (Texas Digital Library) · Cited by 23
Understanding student questioning
Singh, G., Shaikh, R., & Haydock, K. (2019) · Cultural Studies of Science Education · doi:10.1007/s11422-018-9866-0 · Cited by 18
Mohamad Said, M. N. H., Forret, M., & Eames, C. (2014) · Jurnal Teknologi · doi:10.11113/jt.v68.2910 · Cited by 9
“The analytical framework for analyzing constraints and suggestions for online collaborative learning was provided by Activity Theory (Engeström, 1999).”
BackgroundMethodInfluentialEmergent AI-Assisted Discourse: Case Study of a Second Language Writer Authoring with ChatGPT
Jacob, S., Tate, T., & Warschauer, M. (2023) · arXiv · doi:10.48550/arxiv.2310.10903 · Cited by 9
Leadership and change in a Norwegian school context: Tensions as productive driving forces
Vennebo, K. F., & Aas, M. (2022) · Educational Management Administration & Leadership · doi:10.1177/1741143220962102 · Cited by 8
Pelfrey, G. L., Glassman, M., Kuznetcova, I., & Tilak, S. (2024) · Theory & Psychology · doi:10.1177/09593543231200680 · Cited by 4
Chapter 1: Problem-based learning: A 21st-century teaching and learning strategy
Research Unit Self-Directed Learning, F. O. E., Golightly, A., Sebatana, M. J., & School of Mathematics, S. A. T. E. (2023) · NWU Self-Directed Learning Series · doi:10.4102/aosis.2023.bk409.01 · Cited by 1
A Social media archive for digital memory research
Dallas, C., & Kelpšienė, I. (2024) · Proceedings e report · doi:10.36253/979-12-215-0413-2.28 · Cited by 1
Metadata
- Authors
- Engeström, Y.
- Venue
- Perspectives on Activity Theory
- Publisher
- Cambridge University Press
- Published
- 1999-01-13
- Pages
- 19-38
- OpenAlex
- W1608124789
- Cited by
- 3,142
- References
- 0
- FWCI
- 38.76
- Type
- book chapter
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.