This paper outlines the use of a form of research intervention known as the Change Laboratory to illustrate how the processes of organisational change initiated at a secondary school can be applied to develop tools and practices to analyse and potentially re-make educational traditions in a bottom-up manner. In this regard it is shown how a cultural-historical activity theory (CHAT) perspective can be combined with a relational approach to generate the theoretical and practical tools for managing change at a school. Referring to an ongoing research project at a school, the paper describes how teachers and management there, with the aid of the researcher, attempt to re-configure their educational praxis by drawing on past, present and future scenarios from their schooling activity. These are correlated with similarly historically evolving theoretical models and recorded empirical data using the Vygotskyian method of double stimulation employed by the Change Laboratory. A relational conceptualisation of the school’s epistemological, pedagogical and organisational traditions is used to map out the connections between various actors, resources, roles and divisions of labour at the school. In this way the research intervention proposes a model of educational change that graphically represents it as a network of mediated relationships so that its artefacts, practices and traditions can be clearly understood and effectively manipulated according to the shared objectives of the teachers and school management. Such a relationally-oriented activity theory approach has significant implications in terms of challenging conventional processes of educational transformation as well as hegemonic knowledge-making traditions themselves.

中文翻译：

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通过变革实验室改变教育传统

本文概述了一种称为“变革实验室”的研究干预手段的使用，以说明如何利用中学发起的组织变革过程来开发工具和实践，以分析和潜在地改造底层的教育传统。举止。在这方面，显示了如何将文化历史活动理论（CHAT）的观点与关系方法相结合，以产生用于管理学校变革的理论和实践工具。在谈到学校正在进行的研究项目时，本文描述了那里的教师和管理人员如何在研究人员的帮助下，通过借鉴学校活动的过去，现在和将来的情景，尝试重新配置他们的教育实践。这些与类似的历史演化理论模型相关联，并使用了变更实验室采用的双重激励的维果斯基斯基方法进行了记录的经验数据。学校的认识论，教学论和组织传统的关系概念化被用来勾勒出学校中各种参与者，资源，角色和分工之间的联系。通过这种方式，研究干预措施提出了一个教育变革模型，该模型以图形化方式将其表示为中介关系网络，以便可以根据教师和学校管理层的共同目标清楚地理解并有效地操纵其手工艺品，做法和传统。