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Double stimulation and transformative agency for leadership development of school learners in Southern Africa
Pedagogy, Culture & Society Pub Date : 2020-08-05 , DOI: 10.1080/14681366.2020.1805495
Carolyn (Callie) Grant 1
Affiliation  

ABSTRACT

Learners, because of their minor status, are a virtual absence in everyday school leadership work, particularly on the African continent. School leadership, therefore, continues to be misconceived as an adult phenomenon. Framed by Cultural Historical Activity Theory, this paper reports on a Southern African Higher Education studythat engages with the Vygotskian principle of ‘double stimulation’ and its relationship to transformative agency in the context of a school-based learner leadership development initiative. One school change project was purposively selected as the case, and data were drawn from a postgraduate student research report and self-reflective journal. Drawing on the Sannino model of double stimulation, the paper explores the phases of double stimulation as well as instances of transformative agency evident in the data, and speculates about the relationship between double stimulation and transformative agency in the leadership development of learners.



中文翻译:

南部非洲学校学习者领导力发展的双重刺激和变革机构

摘要

学习者由于地位低下,在日常学校领导工作中几乎缺席,特别是在非洲大陆。因此,学校领导继续被误解为一种成人现象。本文以文化历史活动理论为框架,报告了一项南部非洲高等教育研究,该研究在以学校为基础的学习者领导力发展倡议的背景下,涉及维果斯基的“双重刺激”原则及其与变革性机构的关系。特意选择了一个学校变革项目作为案例,数据来源于一份研究生的研究报告和自我反思的期刊。借鉴双刺激的 Sannino 模型,本文探讨了双刺激的阶段以及数据中明显的变革性代理实例,

更新日期:2020-08-05
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