YAMAZUMI, Katsuhiro |
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Faculty, Department/Institute
- Faculty of Letters General Department of Humanities Department of Elementary School Education
Academic status (qualification)
- Professor Apr. 1,2004
Academic Degrees
- Feb. 1996 Kobe University
Homepage Address, E-mail Address
- Homepage Address:https://researchmap.jp/katsuhiro_yamazumi
- Homepage Address2:https://www.researchgate.net/profile/Katsuhiro-Yamazumi
- Homepage Address3:https://wps.itc.kansai-u.ac.jp/kyamazum/
- E-mail Address:kyamazum@kansai-u.ac.jp
Research fields
Research fields | keyword |
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Education | |
Education | ;; |
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Research topics
research topic | Making an expansive school: Toward forming transformative agency |
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Study theme state | Joint research within Japan |
research duration | 2022 ~ 2027 |
Research Programs | Grant-in-Aid for Scientific Research |
keyword | ,, |
Research field | Education |
Research Topics Overview | 本研究は、第1に、文化・歴史的活動理論と拡張的学習理論にもとづき、ポスト資本主義の新たな学校教育を実践者たちが自ら生み出していくような学校のあり方を、「拡張する学校」と名づけて理論的にモデル化する。第2に、実践者たちが「拡張する学校」を自分たち自身で下から集団的にデザインし創造していくような拡張的学習を支援するとともに、実践者たちの変革的エージェンシーの生成を促進するような形成的介入の原理と方法を、新たな教育学研究の方法論として構築していく。第3に、実践者と研究者が協働する学校改革への長期的な形成的介入研究を実施し、「拡張する学校」のモデルを具現化する典型的事例を創造する。 |
research topic | Teachers as change agents: An activity-theoretical intervention research in expansive learning |
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Study theme state | Joint research within Japan |
research duration | 2019 ~ 2022 |
Research Programs | Grant-in-Aid for Scientific Research |
keyword | ,, |
Research field | Education |
Research Topics Overview | 本研究は、持続可能な学校改革の鍵を握る教師の役割に注目し、学校現場において現実の問題状況を乗り越えようとする教師たち自身の組織学習に介入することによって、変化を創造する主導的な担い手としての教師の新たなあり方を発見し、概念化した上で、今日の時代に求められている、協働して変革を生み出していく教師の専門性の開発について明らかにするものである。そのため、本研究では、教師たちの組織学習の場を対象に、変化の担い手としての力量を高めていくような形成的な介入を実施し、得られたデータの分析を進め、最終的な成果として、教師の専門性開発に関する新たな展望と方策を提起する。 |
research topic | |
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Study theme state | Joint research within Japan |
research duration | 2021 ~ 2022 |
Research Programs | Consignment Research (Researchers are entrusted the research by some institution.) |
keyword | ,, |
Research field | Education |
Research Topics Overview | 本研究の目的は、「私」でも「公」でもない「共」、すなわち私たちが共に生き、みんなの喜びや善や幸福を生み出し共有するコモンズ(共有地、共有財産)を創生する場として、子どもと住民が世代間交流を通して体験的に防災について学び合う地域教育活動を意味づけ、価値づけた上で、そうした防災学習をどのように創り出すことができるのかを明らかにしようとするものである。 そのため、第1の目標として、子どもと地域住民が対話と相互交渉を通して協働する世代間交流型の地域教育活動の今日的意義と可能性を、地域におけるコモンズの再生、再建の観点から理論的に明らかにする。 第2の目標は、災害の記憶を継承するために、それが固定された知識として与えられるのではなく、学習者が自分自身で想像し「なってみる」ことで記憶を創り出す、という体験型防災学習のモデルを構築することにある。そこでは、BOTS(Based On True Stories)と名づけた、災害に関する実話にもとづく体験型学習を通して、コモンズ創生の核となる共助や互助の意識を体得させ、形成する新たな防災学習のプログラムを開発する。 第3の目標として、そうしたプログラムを、神戸市の新長田地区においてNPOが実施する震災体験学習として実施し、参与観察を通した詳細なデータ収集とその分析を行い、コモンズ創生のための地域教育活動としての体験型防災学習の特質と成果を解明する。 |
research topic | |
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Study theme state | Joint research within Japan |
research duration | 2020 ~ 2021 |
Research Programs | Consignment Research (Researchers are entrusted the research by some institution.) |
keyword | ,, |
Research field | Education |
Research Topics Overview | 本研究の目的は、防災・減災のための未来のまちづくりに向けて、子どもと地域住民が対話と相互交渉を通して協働する防災学習を、世代間交流型の地域教育活動としてどのように創り出すことができるのかを明らかにしようとするものである。そのため、第1の目標として、1995年の阪神・淡路大震災で激甚な被害を受けた地域のひとつである神戸市の新長田地区において、中間組織であるNPOと連携し、地域の小学生と住民たちが対話・協働する防災学習を創り出す可能性について、理論的に明らかにしていく。そのさい、地域共生社会の実現に向けた世代間交流型の地域教育活動の意義とあり方、創生の原理と形態を理論的にとらえるための文献レビューと国内外の先進的事例の比較・分析を進める。第2の目標は、神戸市の新長田地区においてNPOが実施する、子どもと地域住民の世代間交流型の防災学習を対象に、地域教育活動の実証的研究に取り組み、理論的研究と統合したデータの分析を進めることにある。ここでは、子どもと地域住民の対話と協働を促進するようにデザインされたストーリー仕立ての防災学習のプロセスについて、参与観察を通した詳細なデータ収集とその分析を行い、防災学習の場において子どもと地域住民の間にどのような対話と協働が生み出されているのか、また世代間交流型の地域教育活動が可能にするコミョニケーションの特質は何かを解明していく。 |
research topic | |
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Study theme state | Joint research within Japan |
research duration | 2018 ~ 2019 |
Research Programs | Consignment Research (Researchers are entrusted the research by some institution.) |
keyword | ,, |
Research field | Education |
Research Topics Overview | 本研究の目的は、1995年の阪神・淡路大震災で激甚な被害を受けた地域のひとつである神戸市の新長田地区において、中間組織であるNPOとともに専門家集団と連携し、地域の小学生と住民たちが協働して創り出す防災学習の実践開発を進め、その実施プロセスに関する詳細なデータを収集・分析して、地域共生社会の実現に向けた新しい教育活動の創生可能性を明らかにすることにある。そのため、第1の目標として、従来の定型的で受動的な避難訓練を超えるような防災教育の創造をめざし、子どもと地域住民が主導的に生み出す防災学習の活動をデザインしていく。そこでは、地域のNPOが地元の自治会に呼びかけて企画する教育活動として、大学の建築学研究室によって制作された震災前の街の復元模型を活用した防災学習について検討し、地元公立小学校の子どもたちと地域住民が対話を通して協働的に創り出す「防災・減災まちづくりワークショップ」のプログラムを開発する。目標の第2は、一連のワークショップのプロセスについて、参与観察を通した詳細なデータ収集とその分析を行い、子どもと地域住民のどのようなコミュニケーションと学び合いが生み出されているのかを明らかにすることにある。第3の目標は、以上の成果を総合し、子どもと地域住民が主体となる新たな防災学習を、共生社会の実現に向けた地域教育の創生としてモデル化し、社会的に提言することである。 |
research topic | |
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Study theme state | Individual Research |
research duration | 2016 ~ 2019 |
Research Programs | Grant-in-Aid for Scientific Research |
keyword | |
Research field | Education |
Research Topics Overview | 本研究は、学校における子どもたちの学習成果に決定的な影響を与える「自己概念(self-concept)」、すなわち態度、帰属、自己や社会環境に対する信念など、日常の学校生活やそこでの経験に関する子どもたち自身の主観的な事態把握に注目し、それを「自己肯定化(self-affirmation)」の方向に変化させることによって子どもたちの学習への主体感や動機づけを高めることのできる授業のあり方と手立てを明らかにしようとするものである。そのため、本研究では、「主体的な自己の姿」の育成をめざした授業実践の事例に関し、(1) 継続的な参与観察とエスノグラフィックな調査研究を通して経験的なデータを収集した上で、(2) 子どもたちの「自己肯定化」を支援する授業実践の「活動システム」について、「活動理論(activity theory)」の枠組みを用いて詳細な分析・解明を進める。 |
research topic | |
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Study theme state | Individual Research |
research duration | 2015 ~ 2016 |
Research Programs | Support Program for Academic Research |
keyword | |
Research field | Education |
Research Topics Overview | 本研究は、日本の小学校教育全体に見ることのできる優れた特質といえる「子ども主体の教育」、すなわち子どもの主体性を培う教育について、先進的な実践事例を選んで綿密な参与観察を継続的に実施し、得られた詳細な記録データを分析することによって、子どもたちが学びの主体となってゆく教育実践のあり方と方法を実証しようとするものである。また、これまでの研究で蓄積してきた、アメリカ、フィンランドの小学校における先進的な授業実践事例のデータを用い、子どもの主体的な学びを育む教育実践に関する国際比較分析を行う。そこから、日本の小学校教育が独創的に発展させてきた、子ども主体の教育の価値と意義について明らかにする。 |
research topic | |
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Study theme state | Individual Research |
research duration | 2014 ~ 2016 |
Research Programs | Grant-in-Aid for Scientific Research |
keyword | |
Research field | Education |
Research Topics Overview | 本研究は、今日、学校教育の世界的な潮流となってきた21世紀型学習、すなわち社会変化に対応した探究的・協働的・創造的な学習への転換をめぐり、その具体的な授業過程をどのように構成するのかという問題へアプローチするために、アメリカ、フィンランド両国における先進的な実践事例の比較分析を行い、21世紀型学習のための授業過程の本質的な特徴を明らかにしようとするものである。このような目的のもと、本研究では、(1) アメリカ、フィンランドのそれぞれにおいて現在展開しているカリキュラム改革を分析した上で、(2) 両国における具体的な授業実践の先進的事例に関し、継続的な参与観察とエスノグラフィックな調査研究を通して経験的なデータの収集と詳細な比較分析を進め、革新的な授業過程に共通する基本原理の解明に取り組む。 |
Research Career
- Visiting Scholar, Center for Research on Activity, Development and Learning (CRADLE), University of Helsinki, Finland 2013/4/1~2013年/6/30
- Visiting Scholar, Graduate School of Education & Information Studies (GSE&IS), University of California, Los Angeles (UCLA), USA 2013/7/1~2014年/3/31
- Visiting Scholar, Department of Education, Washington University, USA 1998/1~1998年/3
- Research Fellow of Researcher Exchange Program of the Japan Society for the Promotion of Sciences (JSPS)/Visiting Scholar, Learning Sciences Institute Australia (LSIA), Australian Catholic University, Australia 2016/8/3~2016年/8/31
- Director, Center for Human Activity Theory (CHAT), Kansai University, Japan 2005/4~2010年/3
- Program Officer, Research Center for Science Systems (RCSS), Japan Society for the Promotion of Science (JSPS) 2018/4/1~2022年/3/31
Awards
- European Group for Organizational Studies (EGOS) “That’s Interesting!” Award 2013 Jul. 4,2014(European Group for Organizational Studies (EGOS))
Academic Associations
所属学会・団体名 | 役職名 (役職在任期間) |
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Japanese Educational Research Association | 20100101(2011/12/31) |
National Association for the Study of Educational Methods | |
The Japanese Society for Curriculum Studies | |
The International Society for Cultural and Activity Research (ISCAR) | Newsletter Editorial Team(2002/~2005/) |
President(2015/3/3) | |
European Group for Organizational Studies (EGOS) | |
European Association for Research on Learning and Instruction (EARLI) |
Joint Projects/Commissioned Projects
2003 - 2004
2005 - 2007
2005 - 2009
2009 - 2011
2012 - 2014
2014 - 2016
2015 - 2016
2016 - 2018
2018 - 2019
2020 - 2021- Teachers as change agents: An activity-theoretical intervention research in expansive learning
2019 - 2022
2021 - 2022- Making an expansive school: Toward forming transformative agency
2022 - 2027
Research Publications
Research reportYAMAZUMI Katsuhiro2023/5/20~
Academic presentationYAMAZUMI Katsuhiro2023/3/25~
Academic presentationYAMAZUMI Katsuhiro2023/3/25~
PapersUnrefereedAcademic JournalSingle-AuthorYAMAZUMI Katsuhiro2023/1/26~
PapersYoshibee Nomura's thought of "education without educational consciousness": Shinran's thought as one source of Japanese educational thoughtUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroEssays and Studies by Faculty of Letters, Kansai UniversityVol. 72, No. 3, pp. 175-1982022/12/18~10.32286/00027694
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2022/11/20~
Research reportYAMAZUMI Katsuhiro2022/10/29~
Edited bookMonographEditorYAMAZUMI Katsuhiro2022/9/20~9784623093632
OrganizerYAMAZUMI,Katsuhiro2022/8/24~
Academic presentationYAMAZUMI Katsuhiro2022/8/24~
Academic presentationYAMAZUMI Katsuhiro2022/8/24~
Research reportSingle-AuthorYAMAZUMI Katsuhiro2022/8/7~
OrganizerYAMAZUMI Katsuhiro2022/8/6~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2022/8/6~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2022/8/6~
International academic conferenceMaking an expansive school: A formative intervention study in the rediscovery and expansion of the use value of learningIn refereedSingle-Author2022/6/14~The 9th Nordic-Baltic International Society of Cultural-historical Activity Research Conference 2022University of Helsinki, Helsinki, FinlandEnglishThe aim of this presentation is to analyze shared school-making activities that create the transformation and expansion of schooling from within, in the post-capitalist era, conducted in the “expansive school.” The analysis is based on cultural-historical activity theory and expansive learning theory. Such activities require the collaboration of teachers with children, parents, and various partners outside of the school to overcome the fundamental contradictions of school learning from below, where “use value” and “exchange value” compete and conflict with each other. In other words, the “expansive school” seeks to rediscover and expand the emancipatory use value of learning.
This presentation describes the findings of a formative intervention study of teacher learning and development in school-based research of teachers at a municipal elementary school in Japan. Teachers’ school-based research at the school can be characterized as their expansive learning that can collaboratively form complex and higher-level concepts giving a new vision of schooling from within.
International academic conferenceExpanding teacher transformative agency: An activity-theoretical formative intervention research in school-based dialogue sessions toward future makingIn refereedSingle-AuthorYAMAZUMI Katsuhiro2022/6/9~The 16th International Conference of the Learning Sciences (ICLS) 2022OnlineEnglishDrawing on cultural–historical activity theory and expansive learning theory, this paper focuses on methodologically reexamining and transforming the linear interventions incorporated in traditional standardized pedagogy and educational research. To achieve this, the present study investigates strategies for generating formative interventions in teacher learning and development in an attempt to engage teachers in collaborative interventions to facilitate expansive learning. Teacher transformative agency can be generated and exercised through collaborative formative interventions. During this process, teachers become responsible activity agents who collaborate to independently reshape their activity systems. This paper presents the findings of a formative intervention study of teacher learning and development in school-based research involving teachers at a municipal elementary school in Japan. The participating teachers’ school-based research can be characterized as expansive learning through which they collaboratively formed complex concepts, giving rise to a new vision of schooling.
PapersExpanding teacher transformative agency: An activity-theoretical formative intervention research in school-based dialogue sessions toward future makingIn refereedOtherSingle-AuthorYAMAZUMI KatsuhiroChinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.). (2022). Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022. Hiroshima, Japan: International Society of the Learning Sciences.2022/6~EnglishDrawing on cultural–historical activity theory and expansive learning theory, this paper focuses on methodologically reexamining and transforming the linear interventions incorporated in traditional standardized pedagogy and educational research. To achieve this, the present study investigates strategies for generating formative interventions in teacher learning and development in an attempt to engage teachers in collaborative interventions to facilitate expansive learning. Teacher transformative agency can be generated and exercised through collaborative formative interventions. During this process, teachers become responsible activity agents who collaborate to independently reshape their activity systems. This paper presents the findings of a formative intervention study of teacher learning and development in school-based research involving teachers at a municipal elementary school in Japan. The participating teachers’ school-based research can be characterized as expansive learning through which they collaboratively formed complex concepts, giving rise to a new vision of schooling.
Academic presentationYAMAZUMI Katsuhiro2022/5/8~
LectureYAMAZUMI,Katsuhiro2022/5/2~
DiscussantSingle-AuthorYAMAZUMI Katsuhiro2022/1/29~
LectureSingle-AuthorYAMAZUMI Katsuhiro2022/1/28~
PapersNeither the study of theoria nor the study of praxis, the study of poiesis: The idea of an activity‒theoretical pedagogyUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroEssays and Studies by Faculty of Letters, Kansai UniversityVol. 71, No. 3, pp. 71-942021/12/18~http://doi.org/10.32286/00025941
LectureYAMAZUMI Katsuhiro2021/11/8~
Academic presentationYAMAZUMI Katsuhiro2021/9/18~
OrganizerYAMAZUMI Katsuhiro2021/9/18~
LectureYAMAZUMI Katsuhiro2021/9/16~
LectureYAMAZUMI Katsuhiro2021/9/15~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2021/8/25~
OrganizerYAMAZUMI Katsuhiro2021/8/25~
PapersDevelopment of fourth-generation activity theory and the transition to education as commons: Toward rediscovering and expanding the use value of learningUnrefereedAcademic JournalSingle-AuthorYAMAZUMI Katsuhiro;;;;The Journal of Activity Theory Research, Japanese Association for Research on Activity TheoryNo. 6, pp. 1-122021/7/30~Japanese10.32286/00025097
PapersTransformative instruction as affirmation intervention: An activity-theoretical study of children’s agency and responsible learning in a Japanese elementary schoolIn refereedAcademic JournalSingle-AuthorYAMAZUMI KatsuhiroAgency;Activity theoryEducational Research for Policy and PracticeVolume 20, Issue 2, pp. 147–1632021/6~Englishhttps://doi.org/10.1007/s10671-020-09272-8This article aims to illuminate forms of transformative instructional practices that encourage a sense of agency, responsibility, and motivation in student learning by intervening in their self-affirmation. Self-affirmation is subjective work done to create and construct new meaning while preserving a sense of personal integrity, competence, social belonging, and purpose in coping with threatening events in educational settings. In this article, transformative instructional practices, such as enhancing children’s self-affirmation, which are embodied in collaborative and purposeful activities at school, are conceptualized through the framework of cultural–historical activity theory. The data used in this article were obtained from ethnographic research on pedagogical practices in a municipal elementary school in Gifu City, Japan. Based on an analysis of some typical examples from the collected data, it was concluded that the transformative instructional practice in schools that necessarily accompanies the intervention in self-affirmation is realized through expansive learning by children. This expansive learning is learning in which children themselves independently collaborate and create a society-oriented system of learning activity that can promote and support the affirmation of a self-oriented system.
Magazine articleOtherSingle-AuthorYAMAZUMI Katsuhiro2021/6~
Academic presentationYAMAZUMI Katsutoshi;YAMAZUMI Katsuhiro2021/3/19~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2021/3/6~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2021/3/6~
BookActivity Theory and Collaborative Intervention in Education: Expanding Learning in Japanese Schools and CommunitiesIn refereedMonographSingle-AuthorYAMAZUMI KatsuhiroRoutledge2021/2/23~Englishhttps://doi.org/10.4324/97803678235429780367423254By applying cultural-historical activity theory and expansive learning theory to educational research, this volume illuminates new forms of educational activities as collaborative interventions in schools and communities where learners and practitioners generate expansive learning so that they can collectively transform their activities and expand their agency for themselves. It covers four cases of activity-theoretical formative intervention studies conducted in Japan, which are related to: fostering children’s expansive learning in classroom lessons; teachers as collaborative change agents in redesigning schools; expanding the school activity from below; and emerging knotworking agency in community-based disaster prevention learning. This book employs activity theory as a general theoretical framework of human learning and development to connect focal data from empirical and interventional studies on real human learning in specific educational settings in Japan. In this way, the book illustrates how the general theoretical framework could be used to understand a specific socio-cultural milieu, that is, the Japanese context. It also shows the universal relevance of the Japanese context of educational activity on broader international research, analyzing concrete empirical data from specific settings in Japan. In conclusion this book creates new understanding and develops a cohesive framework of the agentic and hybrid nature of educational activities as collaborative interventions in the expansion of learning.
PapersEducation as a collaborative intervention: Engaging learners and building a community of agency in disaster prevention learningUnrefereedAcademic JournalSingle-AuthorYAMAZUMI Katsuhiroagency;knotworking;Actio: An International Journal of Human Activity TheoryNo. 4, pp. 17-362020/12/21~Englishhttps://doi.org/10.32286/00022813The Great Hanshin-Awaji Earthquake (also known as the Kobe Earthquake), with a magnitude of 7.3, struck on January 17, 1995, killing 6,434 people. This article aims to analyze and characterize an intervention in a hybrid earthquake-related disaster prevention education program in Kobe City, Japan, within the framework of cultural-historical activity theory and its methodology for formative interventions. From the viewpoint of the methodology for formative interventions to foster participants’ expansive learning and agency, educational activities should be reconceptualized as dialogically negotiated activities in which various agents could produce new collaborative interventions, while transforming their activity systems. Furthermore, the article illuminates this kind of reconceptualization for education as a series of collaborative interventions. To do so, it takes up an activity-theoretical formative intervention pertaining to the implementation of earthquake-related disaster prevention learning and considers it as a new hybrid learning activity. This activity is carried out by a nonprofit organization in collaboration with the youth, residents, and various other agents in the local community. The analysis of such hybrid disaster prevention learning focuses on a collaborative self-intervention in which the participants were able to form a new type of agency to shed the passive role of the victim and thus create a dialogically negotiated site where they can discuss future town planning to prevent or reduce disaster damage.
InterviewAn interview with Annalisa Sannino and Yrjö Engeström on fourth-generation activity theoryAcademic JournalInternational coauthorshipYAMAZUMI KatsuhiroActio: An International Journal of Human Activity TheoryNo. 4, 1-162020/12/21~Englishhttps://doi.org/10.32286/00022818This interview with Annalisa Sannino and Yrjö Engeström was held on the subject of fourth-generation activity theory. The interview was conducted by Katsuhiro Yamazumi on August 30, 2018, at the Center for Research on Activity, Development and Learning (CRADLE), University of Helsinki, Finland.
In order to overcome the limits of the previous three generations of activity theory, an emergent fourth generation of activity theory has to capture new forms of activity, in which the fixed boundaries, constraints, and structures of activity systems are blurred and a significant number of activities are loosely synchronized, interconnected, and combined. The fourth generation of activity theory should expand the unit of analysis to overcome the inner contradictions of the previous three generations of activity theory. Additionally, this new generation of activity theory should attempt to develop collaborative efforts to tackle the ongoing global humanitarian and environmental crises and advance formative interventions during such crises.
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2020/12/19~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2020/12/19~
PapersHuman activity as a basic category of pedagogy: An activity-theoretical approach to the dialectical process of forming human beingsUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroEssays and Studies by Faculty of Letters, Kansai UniversityVol. 70, No. 3, pp. 127-1482020/12/18~
PapersUnrefereedAcademic JournalSingle-AuthorYAMAZUMI Katsuhiro2020/7/29~
Magazine articleOtherSingle-AuthorYAMAZUMI Katsuhiro2020/6/1~
Translated bookMonographYAMAZUMI Katsuhiro2020/3/25~
CommentaryMonographSingle-AuthorYAMAZUMI Katsuhiro2020/3/25~
LectureYAMAZUMI,Katsuhiro2020/2/14~
International academic conferenceTeachers as collaborative change agents in redesigning schools: An activity-theoretical formative intervention studyIn refereedSingle-AuthorYAMAZUMI Katsuhiro2019/12/2~The Annual Conference of the Australian Association for Research in Education (AARE)Queensland University of Technology, Brisbane, AustraliaEnglishIn the field of school reform, traditional standard intervention studies are based on a reduction to a linear causal relationship in which teachers are regarded as entirely passive agents of policies, while policymakers and researchers create a grand design that is then applied or revised by teachers, resulting in more positive change for students. Activity-theoretical formative intervention studies, conversely, take as a basic principle the fact that teachers themselves will gain agency and take charge of the process. Thus, they will become change agents. Here, the focus is on triggering and sustaining an expansive transformation process led and owned by teachers. In Japanese schools, especially Japanese elementary schools, “Lesson Study” sessions held by teachers as a typical method of on-the-job training in schools represent traditional activity. However, “Lesson Study” that has become obsolete provides limited orientation in terms of the ways teaching methods and techniques are intended to achieve predefined discrete objectives and fragmentary contents of classroom lessons. This kind of in-school training is built on traditional and standardized technical notions of professional development. To go beyond such in-school training, activity-theoretical formative interventions in teacher learning and development attempts to engage teachers in collaborative interventions to facilitate teachers’ expansive learning that expands the object of their learning to changing the broader structure of an entire school as an activity system. This is the transformation of teacher learning and development in schools toward shared inquiry into desired objects, forms, and patterns of practice; thus, redesigning schools. In this presentation, I describe findings from a formative intervention study of teacher learning and development in the Tennoji National Teacher Training Elementary School that is attached to Osaka University of Education in Osaka City, Japan. In the school, teachers are engaged in shared inquiry into transformation of the school, facing new conditions that the Japanese Ministry of Education urgently requires them to address as fundamental reasons for the existence of national teacher training elementary, junior high, and high schools.
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2019/10/27~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2019/10/27~
OrganizerYAMAZUMI,Katsuhiro2019/9/29~
OrganizerYAMAZUMI Katsuhiro2019/8/6~
International academic conferenceEducation as a collaborative intervention: Toward building a community of agency in disaster prevention learningIn refereedSingle-AuthorYAMAZUMI Katsuhiro2019/7/5~The 35th Colloquium of the European Group for Organizational StudiesUniversity of EdinburghEnglishGrant-in-Aid for Scientific Research 20190401-20220331
PapersEducation as an intervention in children’s self-affirmation: An activity-theoretical analysis of the school experienceUnrefereedAcademic JournalSingle-AuthorYAMAZUMI Katsuhiro;;;;The Journal of Activity Theory Research, Japanese Association for Research on Activity TheoryNo. 4., pp. 1-152019/6/26~
PapersGenerating children’s expansive learning in schools: Toward the development of agency to create learning activitiesYAMAZUMI Katsuhiro;;;;The Journal of Activity Theory Research, Japanese Association for Research on Activity TheoryNo. 4, pp. 17-272019/6/26~
OrganizerYAMAZUM Katsuhiro2019/3/18~
International academic conferenceAuthoritative or democratic moral education?: Research on a formative intervention to promote teachers’ expansive learningIn refereedSingle-AuthorYAMAZUMI Katsuhiro2018/11/12~The 2018 International Conference of the Asia Pacific Educational Research Association (APERA) and the Educational Research Association of Singapore (ERAS)EnglishIn traditional schooling, teachers’ work and the division of labor in schools are largely compartmentalized, segregated, and individualized. This presentation addresses the development of new forms of teachers’ learning and agency. To overcome deep constraints and built-in obstacles to collaborative self-organizing in schools, we need to break away from the closed, isolated expertise of a teacher working in a linear and vertical dimension, and move to a horizontally expanded, collaborative form of learning. In the presentation, I describe the results of a formative intervention research project for teachers’ lesson study meetings (teachers’ jointly reflecting on their own classroom lessons) in moral education at a municipal elementary school in Japan; the project was based on the framework of cultural-historical activity theory and the theory of expansive learning. These theories constitute a new form of pedagogy developed by Yrjö Engeström and his colleagues (see Engeström, 2008, 2015, 2016; Sannino, Daniels, & Gutiérrez, 2009; Sannino & Ellis, 2013). Research on activity-theoretical formative interventions to implement educational change attempts to facilitate practitioners’ own learning in generating innovations, and especially the collective creation of a qualitatively new system of school practice. We conducted a series of whole-school teachers’ lesson study sessions on moral education that reflect, one by one, on six classroom lessons representing each grade (the first to the sixth grade of elementary school). Each session is held by all teachers of the school after they observe a representative classroom lesson of each grade in moral education together. The analysis suggests that the process and cycle of teachers’ expansive learning actions in lesson study meetings at the school are characterized as trying to break through the fundamental contradiction between the authoritative implementation of moral education oriented to a predetermined order, on the one hand, and the democratic implementation of moral education oriented to open diversity, on the other. The findings of this presentation indicate that teachers can achieve expansive learning by collectively reflecting on their own existing practices and exploring future possibilities of transformation. This learning process entails rediscovery and long-term development of an expanded, shared objective in new forms of activity.Grant-in-Aid for Scientific Research 20160401-20190331
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2018/9/22~
Translated bookMonographYAMAZUMI Katsuhiro2018/4/2~978-4-7885-1569-7
CommentaryMonographSingle-AuthorYAMAZUMI Katsuhiro2018/4/2~
OrganizerYAMAZUMI Katsuhiro2018/3/23~
Academic presentationYAMAZUMI Katsuhiro2018/3/23~
Research reportYAMAZUMI Katsuhiro2018/3/11~
Keynote addressYAMAZUMI,Katsuhiro2018/2/17~
Edited bookMonographEditorYAMAZUMI Katsuhiro2017/10/20~978-4-7628-2999-4Grant-in-Aid for Scientific Research 20160401-20190331
LectureYAMAZUMI Katsuhiro2017/9/30~
BookSchools in expansion: Activity theory of collaborative learningMonographSingle-AuthorYAMAZUMI KatsuhiroUniversity of Tokyo Press2017/6/30~Japanese978-4-13-051335-7Grant-in-Aid for Scientific Research 20140401-20160331
BookEngaging children in reading activity through collaboration in a Japanese elementary school: An activity-theoretical case study. In C. Ng, & B. Bartlett (Eds.), Improving reading and reading engagement in the 21st century: International research and innovationIn refereedMonographCo-authored chapterYAMAZUMI KatsuhiroActivity-based reading instruction;Reading motivation and engagement;Activity theory;Expansive learning;Japanese elementary schoolSpringerpp. 205-2292017/6/29~English10.1007/978-981-10-4331-4_10978-981-10-4330-7 (Print); 978-981-10-4331-4 (Online)In Japanese schools today, efforts to improve teaching and to promote reading involve educators designing and implementing unit-based instruction that will engage children in coherent and purposeful reading activities for problem-solving. This chapter focuses on activity-based reading instruction and strategies to create an engaging context for promoting greater reading engagement and aspiration in a Japanese elementary school. This new form of learning activity is conceptualised using the framework of cultural-historical activity theory. The theory highlights ideas and tools for transforming activities and expanding participants’ agency. In order to determine whether classroom interaction and collaboration can help children in developing reading motivation and engagement, this chapter analyses promising activity-based reading instruction in a Japanese municipal elementary school. In particular, this chapter examines the impact of the Japanese school culture of instruction on the school’s collective activity system. It is an instructional culture wherein children actively participate as they learn to read productively while being assisted by their teachers to work towards deeper reading engagement and higher levels of aspiration.Grant-in-Aid for Scientific Research 20160401-20190331
OrganizerYAMAZUMI Katsuhiro2017/3/25~
Academic presentationYAMAZUMI Katsuhiro2017/3/25~
LectureYAMAZUMI Katsuhiro2016/12/3~Grant-in-Aid for Scientific Research 20160401-20190331
International academic conferenceEngaging children in inquiry-based learning through collaboration in a Japanese elementary school: An Activity-theoretical studyIn refereedCo-authorYAMAZUMI KatsuhiroInquiry-based science learning;Elementary education;Activity theory;Collective activity system;Teaching as a cultural activity2016/11/10~National Sun Yat-sen University, Kaohsiung, TaiwanEnglishThis paper focuses on children’s inquiry-based learning in the classroom as a new form of learning that attempts to transform the pedagogical activity of the traditional school. This new form of learning is conceptualized through the framework of cultural-historical activity theory. Activity theory offers a conceptual framework that views the object-oriented collective activity system as the basic unit of analysis of human practices and development. It also focuses on ideas and tools for transforming activity and expanding the agency of participants.
Drawing on activity theory, this paper analyzes inquiry-based science learning at a municipal elementary school in Gifu City, Japan. The data used in this paper were obtained from ethnographic research conducted on the pedagogical practices of the municipal elementary school’s inquiry-based science learning activities during the 2015 school year.
The paper specifically focuses on distinguishing the classroom as a collective activity system of children and teachers who exercise collaborative agency by engaging in purposeful science learning activities for problem solving. The analysis of the ethnographic research on the municipal elementary school’s inquiry-based science learning activities data shows that the science classroom at the school can be characterized as a complex activity system of children and teachers. Learning is not compartmentalized, but reciprocated and reversible. The teacher and children are accountable to each other for creating and engaging in a partially shared object, namely, the social activity of learning. That is, teaching and learning should be a collective activity or collaboration.
Additionally, drawing on the notion of teaching as a “cultural activity,” the paper examines the impact of the Japanese school culture of instruction on the collective activity system of the entire school, in which children participate as they learn productively while assisted by their teachers toward greater learning engagement and aspiration.
International academic conferenceTransformative instructional practices for enhancing children’s self-affirmation in
a Japanese elementary school:
An activity-theoretical case studyIn refereedYAMAZUMI Katsuhiro2016/7/29~The 31st International Congress of Psychology (ICP2016)Yokohama, JapanEnglishRecent curricular reform in Japanese schools has highlighted some pressing problems related to teaching 21st century competencies and skills to children in schools. Among these, a critical problem is the widening academic achievement gap. Within this context, more concerted effort is urgently required to address children’s perceptions of curricula and instruction as these perceptions are major drivers of motivation and performance. This presentation focuses on the use of transformative instructional practices for intervention in a Japanese elementary school to change children’s perceptions of learning and to enhance their self-concept, learning engagement, and achievement. These transformative instructional practices, embodied in collaborative and purposeful activities, are conceptualized through the frameworks of self-affirmation theory and cultural-historical activity theory. This presentation will discuss findings derived from an ethnographic research investigating how transformative instructional practices continually support children’s learning, engagement, and self-concept enhancement through a collaborative activity system involving dynamic interaction between children and teachers.Grant-in-Aid for Scientific Research 20160401-20190331
OrganizerYAMAZUMI Katsuhiro2016/7/16~
Academic presentationYAMAZUMI Katsuhiro2016/7/16~
LectureYAMAZUMI Katsuhiro2016/7/10~
BookQuality assurance in teacher education: Implications for promoting student learning. In C.-h. C. Ng, R. Fox, & M. Nakano (Eds.), Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes in Japan, Hong Kong and AustraliaIn refereedMonographCo-authored chapterYAMAZUMI KatsuhiroSpringerpp. 381-4012016/5/7~English10.1007/978-981-10-0431-5_18978-981-10-0429-2 (Print); 978-981-10-0431-5 (Online)This chapter considers how to foster new approaches to learning and ensure quality in Japanese universities by analysing a case of quality assurance in a pre-service teacher education program in a Japanese university. Taking as an example university students’ learning in a teacher education program combined with an experimental educational project, this chapter proposes a new model of pre-service teacher education in the face of globalised processes and knowledge economies. Drawing on the framework of the cultural-historical activity theory, new forms of teacher education are exposed as facilitating university students’ expansive learning to collaboratively construct new concepts and implement them in practice. By developing coursework connected with practical experimentation to bridge the gap between theory and practice, the new model ensures the quality of teachers as researchers who investigate how people learn and develop, and research the meaning of life alongside children.Grant-in-Aid for Scientific Research 20120401-20150331
OrganizerYAMAZUMI,Katsuhiro2016/5/1~
Academic presentationYAMAZUMI Katsuhiro2016/4/30~
PapersMoral education for children to make them independent: Yoshibee Nomura's vision of how moral education in schools should look likeUnrefereedIn-house publicationSingle-AuthorYAMAZUMI,KatsuhiroJournal of School Education Research, Kansai UniversityNo. 6, pp. 37-442016/3/19~
Research materialYoshibee Nomura〔Unpublished Manuscript〕Moral education for children to make them independent (1)In-house publicationSingle-AuthorYAMAZUMI,KatsuhiroJournal of School Education Research, Kansai UniversityNo. 6, pp. 45-462016/3/19~
PapersLearning by knotworking: Toward a possibility of expanding the school learning contextUnrefereedAcademic JournalSingle-AuthorYAMAZUMI KatsuhiroThe Journal of Activity Theory ResearchNo.1, pp. 21-312016/1/27~Japanese2423-8678Grant-in-Aid for Scientific Research 20140401-20160331
International academic conferenceEngaging learners in new disaster preparedness: An activity-theoretical study on earthquake-oriented disaster prevention learning in KobeIn refereedYAMAZUMI Katsuhiro2015/12/9~The 9th International Conference on Researching Work and LearningSingapore
Book reviewYAMAZUMI,Katsuhiro2015/9/30~http://doi.org/10.11555/kyoiku.82.3_451
PapersChildren’s agentive inquiry-based learning and concept formation: An activity-theoretical analysis of instructional practice at the UCLA Lab SchoolIn refereedAcademic JournalSingle-AuthorYAMAZUMI KatsuhiroThe Japanese Journal of Curriculum StudiesNo. 24, pp. 41-532015/3/31~Japanesehttp://doi.org/10.18981/jscs.24.1_0410918-354XHow can academic subject matter be integrated with children’s agentive learning? This is a persistent problem in curriculum and lesson studies. In traditional schooling, the core activity is classroom-based teaching that is intended simply to transfer the contents of the textbook to children. The dominant classroom discourse in this case is focused on low-level academic tasks. This kind of discrete teaching limits the knowledge available to both the teacher and student to that which the teacher can control and thus minimizes the level of ambiguity, uncertainty, and cognitive demand in their academic relationships. The transfer of agency from teacher to student is also minimal in discrete teaching.
To move beyond this narrow idea of schooling and create learning activities that foster greater agency among students, and to determine whether an educational innovation helps children become agents of their learning activity, this article examines art-integrated science and social studies learning activities called inquiry at the University of California, Los Angeles (UCLA) Lab School, which is part of the university’s Graduate School of Education and Information Studies. Inquiry encourages students to accept responsibility for their own learning, namely, to have a learner’s sense of agency.
In order to analyze the process of implementing such an innovative and experimental pedagogical practice at the Lab School, this article draws on cultural-historical activity theory. Activity theory offers a conceptual framework that views the object-oriented collective activity system as the basic unit of analysis of human practices and development. It also focuses on ideas and tools for transforming activity and expanding the agency of participants. Based on the activity theory framework, this article explores how instructional practice can break through segregated activities and facilitate joint learning between teachers and students to foster greater children’s agency; achieving this entails analyzing ethnographic research data on inquiry-based learning activities from the Lab School. The following two questions highlight key issues related to exercising children’s agency over inquiry-based learning in pedagogical classroom practice:
1) What kind of learning activity in which students participate as they learn can provide children with opportunities to expand their agency for the practice of inquiry and scientific concept formation?
2) How can children’s engagement in creating multiple representations of their experiences and learning be meaningfully integrated into an inquiry practice such as exercising one’s agency over concept learning?
The data used in this article came from ethnographic research conducted on the UCLA Lab School’s intermediate level (multi-age 3rd and 4th grade) students. In this research, UCLA Lab School teachers and students collaborated during the Fall 2013 and Winter 2014 quarters of the school year to explore the pressing question, “What is an ecosystem in Los Angeles?” In the article, some findings from the ethnographic research are analyzed on the basis of the framework of activity theory. The article particularly focuses on presenting the classroom as a collective activity system of students and teachers who exercise conceptual agency to a considerable extent and who are accountable and reciprocal to each other for creating and engaging in the shared object of the social activity of learning.Grant-in-Aid for Scientific Research 20140401-20160331
TranslationAcademic JournalSingle-AuthorYAMAZUMI Katsuhiro2015/3/28~
Papers21st century learning and lesson design: An activity-theoretical analysis of elementary school classroom practices in FinlandUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroJournal of School Education Research, Kansai UniversityNo. 5, pp. 35-462015/3/20~ A transition to 21st century learning has taken place in school education on a global level. In this light, this article analyzes the level of collaboration and interaction between children and teachers in classrooms by selecting an advanced practical example from elementary schools in Finland, in order to explore the issue of how specifically the lesson process is constructed.
Finland has been a global pioneer in the transition to 21st century learning. One characteristic of Finland’s education system that stands out is that it has abandoned autocratic control by the center and is attempting, as much as possible, to encourage local and bottom-up innovation in educational practices in schools by promoting a culture that places trust in schools and teachers.
As a framework to analyze the transition to 21st century learning, this article employs cultural-historical activity theory and expansive learning theory. The article then makes a proposal about the fundamental principle of the lesson process based on the agency of teachers and children (namely, their ability and will to shape their own activity systems) by analyzing empirical data obtained through an ethnographic research of actual class practices in elementary schools in Finland, distinguishing its innovative design and practice in 21st century learning.Grant-in-Aid for Scientific Research 20140401-20160331
PapersExpansive learning and the formation of knotworking agency: A new challenge in activity theoryIn refereedAcademic JournalSingle-AuthorYAMAZUMI Katsuhiroexpansive learning;activity theory;knotworking;agency;hybrid learning activityOrganizational ScienceVol. 48, No. 2, pp. 50-602014/12/20~10.11207/soshikikagaku.48.2_50Today, an accelerated paradigm shift has been seen in the form of human activities, from systems rooted in mass production to those based on inter-organizational collaboration, partnerships and networking across cultural, organizational and occupational boundaries. Based on the framework of cultural-historical activity theory and its model of expansive learning, this article examines a new form of learning within organizations that crosses the boundaries of time, space and hierarchical levels. In particular, this article illuminates the emergence of expansive learning and agency formation through knotworking, which are flexible, distributed and partially improvised forms of collaborative actions and synergies. The article draws upon analyses of cases in hybrid-learning activities, involving children, teachers and various actors outside schools. The future-oriented, transformational power of agency demonstrated in these hybrid-learning activities is effectively distributed through knotworking, thereby enabling shift beyond schools, linking of activity systems, involvement in larger sets of activities, development of connections and improvement of people’s lives.Grant-in-Aid for Scientific Research 20120401-20150331
Academic presentationCo-authoredYAMAZUMI Katsuhiro;YAMAZUMI Katsutoshi2014/11/16~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2014/10/12~
Chapter or SectionMonographCo-authored chapterYAMAZUMI Katsuhiro2014/10/10~Grant-in-Aid for Scientific Research 20120401-20150331
International academic conferenceExercising children’s agency over inquiry-based learning: An activity-theoretical studyIn refereedSingle-AuthorYAMAZUMI Katsuhiro2014/10/2~Fourth Congress of the International Society for Cultural and Activity Research (ISCAR)Sydney, AustraliaEnglishTeaching and learning in schools are usually divided into two segregated structures. In terms of cultural-historical activity theory, one can depict these structures as two discrete and compartmentalized activity systems (Engeström, 1987, 2008). On the one hand, there is the teachers’ activity of step-by-step transmission-centered teaching of predefined, fixed knowledge and skills. On the other hand, there is the students’ activity of enduring “a series of more or less disconnected though systematically repeated learning actions” (Engeström, 1987, p. 104). This kind of discrete teaching and learning focuses on well-defined tasks, and the “transfer of agency” from teacher to student is minimal because such tasks locate “the knowledge with teacher and the obligation to learn with the student—knowledge is transferred, agency over learning is not” (Elmore, 2005, p. 282).
To go beyond this narrow idea of schooling and expand learning activities in schools to foster greater agency—hitherto poorly incorporated and supported in the context of traditional schooling—among students, this paper will analyze the art-integrated science and social studies learning activities called “Inquiry” at the UCLA Lab School, part of the Graduate School of Education & Information Studies at the University of California, Los Angeles (UCLA). “Inquiry” tries to promote learners’ acceptance of responsibility for their own learning, namely, the “learner’s sense of agency” (Olson, 2011; see also Lipponen & Kumpulainen, 2011).
The data used in this study came from ethnographic research conducted on the UCLA Lab School’s intermediate level (multi-age 3rd and 4th graders) students. In this research, UCLA Lab School teachers and students collaborated during the Fall 2013 and Winter 2014 quarters of the school year to explore the pressing question, “What is an ecosystem in Los Angeles?” In the paper, some findings from the ethnographic research are analyzed on the basis of the framework of activity theory. I will particularly focus on presenting the classroom as a complex system of students and teachers who exercise scientific and conceptual agency to a considerable extent, and who are accountable and reciprocal to each other for creating and engaging in the shared object of the social activity of learning.Grant-in-Aid for Scientific Research 20140401-20160331
International academic conferenceTeaching and learning as a collective activity to foster greater agency: An activity-theoretical studyIn refereedSingle-AuthorYAMAZUMI Katsuhiro2014/9/12~2nd International Conference on Interactivity, Language and CognitionJyväskylä, FinlandGrant-in-Aid for Scientific Research 20140401-20160331
International SymposiumOn the future challenges ahead of usSingle-AuthorYAMAZUMI Katsuhiro2014/9/1~20th Anniversary Symposium of Center for Research on Activity, Development and Learning CRADLE, University of Helsinki 'Activity, Learning, and Agency from below'University of Helsinki, FinlandEnglishGrant-in-Aid for Scientific Research 20140401-20160331
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2014/7/19~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2014/6/29~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2014/6/8~
OrganizerYAMAZUMI Katsuhiro2014/6/8~
International academic conferenceCultivating children’s agency and collective creativity in project-based science learningIn refereedSingle-AuthorYAMAZUMI Katsuhiro2014/3/1~The 35th Annual Ethnography in Education Research ForumUniversity of Pennsylvania, U.S.A.EnglishTo determine whether an educational innovation that helps children develop the ability to be agents of learning activity and collective creativity in elementary education, this paper analyzes integrated, multimodal, and project-based science learning at the UCLA Lab School, in which children (ages 8-10) and teachers collaborate to form scientific concepts, use scientific thinking, and obtain deeper understanding and greater motivation to learn science through inquiry, creative experience, art, and play. The findings from the ethnographic research detail how the pedagogical practice can combine academics with rich real-world experiences and thought-provoking activities to foster children’s agency and collective creativity.Kansai University’s Overseas Research Program for 2013-2014
BookBeyond traditional school learning: Fostering agency and collective creativity in hybrid educational activities. In A. Sannino, & V. Ellis (Eds.), Learning and collective creativity: Activity-theoretical and sociocultural studiesIn refereedMonographCo-authored chapterYAMAZUMI KatsuhiroRoutledgepp. 61-762013/10/1~English0415657105Grant-in-Aid for Scientific Research 20120401-20150331
International academic conferenceLearning through knotworking: An activity-theoretical study of pedagogical practices concerning the two great earthquakes in Postwar JapanIn refereedSingle-AuthorYAMAZUMI Katsuhiro2013/7/5~The 29th Colloquium of the European Group for Organizational StudiesUniversity of Montréal, Canada EnglishGrant-in-Aid for Scientific Research 20120401-20150331
International academic conferenceTeachers as collaborative boundary crossers: An activity-theoretical study of school innovationIn refereedSingle-AuthorYAMAZUMI Katsuhiro2013/6/13~The 6th Nordic Conference of the International Society for Cultural and Activity ResearchKristianstad University, SwedenIn traditional schooling, the core activity is classroom-based teaching that is intended simply to transfer the content of the textbook to children. Similarly, teachers’ work and the division of labor in schools are largely compartmentalized, segregated, and individualized. This paper addresses the role of teachers’ learning and agency in crossing the rigid institutional boundaries of traditional school learning and organizations. In the paper, I describe the results of our intervention research project in teachers’ lesson study meetings at municipal schools in Osaka; the project was based on the framework of cultural-historical activity theory and the theory of expansive learning. These theories constitute a new form of pedagogy, developed by Yrjö Engeström and his colleagues. Activity-theoretical intervention research implementing educational change attempts to facilitate practitioners’ own learning in and for generating innovations, especially the collective creation of a qualitatively new system of school practice. The analysis suggests that the process and cycle of teachers’ expansive learning in lesson study meetings at the school sites involved boundary-crossing actions to try to break deep constraints and built-in obstacles to collaborative self-organizing in schools. The findings of this paper indicate that teachers can achieve expansive learning by collectively reflecting on their own existing practices and exploring future possibilities of transformation. This learning process entails rediscovery and long-term development of the expanded, shared object in new forms of activity.Grant-in-Aid for Scientific Research 20120401-20150331
Translated bookMonographCo-authorYAMAZUMI Katsuhiro;YAMAZUMI Katsutoshi;HASUMI Jiro2013/6/13~
CommentaryMonographSingle-AuthorYAMAZUMI Katsuhiro2013/6/13~
International academic conferenceFrom closed autonomy to networked hybridity: An activity-theoretical study of teachers' learningIn refereedSingle-AuthorYAMAZUMI Katsuhiro2013/5/17~The Annual Conference of Teacher Education Policy in EuropeUniversity of Helsinki, FinlandKansai University’s Overseas Research Program for 2013-2014
LectureBeyond traditional school learning: Fostering agency and collective creativity in hybrid educational activitiesSingle-AuthorYAMAZUMI Katsuhiro2013/5/17~Face-to-face seminar of the doctoral program 'Developmental Work Research and Adult Education', Center for Research on Activity, Development and Learning (CRADLE), University of Helsinki, FinlandCenter for Research on Activity, Development and Learning (CRADLE), University of Helsinki, FinlandKansai University’s Overseas Research Program for 2013-2014
BookUnrefereedMonographCo-authored chapterYAMAZUMI Katsuhiro2013/3/20~978-4-7885-1330-3
PapersMoral education as joy: Spinoza, Vygotsky, and Yoshibei NomuraUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroJournal of School Education Research, Kansai UniversityNo. 3, pp. 59-642013/3/19~Grant-in-Aid for Scientific Research 20120401-20150331
PapersInexpressible memories and learning for reconstruction: Between the major earthquake disasters in postwar in JapanIn refereedAcademic JournalSingle-AuthorYAMAZUMI Katsuhirodisaster and school;learning for disaster reconstruction;activity theory ;expansive learning;"knotworking"Educational Studies in Japan: International Yearbook of Japanese Educational Research AssociationNo. 7, pp. 21-352013/3~https://doi.org/10.7571/esjkyoiku.7.21Learning for disaster reconstruction carried out by teachers and children in schools faces the fundamental contradiction of how tragic memories leaving deep scars can be told and shared, and the attempts to deal with this problem. In this paper, in order to approach the issue of whether an educational practice which overcomes this contradiction is possible, I carried out case study analysis of learning and education from earthquake experiences, based on the framework of activity theory. As the result of the analysis, it became clear that through learning for disaster reconstruction in school, children encountered various "providers of learning" outside school, and according to the connections they made, came to possess the possibility of creating new mutually supportive cultures and lives. (Contains 2 figures and 1 note.)Grant-in-Aid for Scientific Research 20120401-20150331
PapersInexpressible memories and learning for reconstruction: Between the two major earthquake disasters in postwar JapanIn refereedAcademic JournalSingle-AuthorYAMAZUMI Katsuhirodisaster and school;learning for disaster reconstruction;activity theory ;expansive learning;"knotworking"The Japanese Journal of Educational Research, Japanese Educational Research AssociationVol. 79, No. 4, pp. 367-3792012/12/30~10.11555/kyoiku.79.4_367 The two major earthquake disasters in the postwar period of Japan—the Great Hanshin-Awaji Earthquake (January 17, 1995) and the Great East Japan Earthquake (March 11, 2011)—were considerably different types of disasters; however, in terms of immense suffering and sorrow, both disasters caused deep and lasting scars in the survivors. For the survivors, this experience of severe grief is, in a sense, something that “cannot be put into words” or “cannot be narrated.” This is because even language and speech can be utterly useless in representing incidents and past experiences that an individual believes he or she has truly experienced. The problem here is the futility of communicating the original and authentic meaning of the experience.
Disaster learning activities conducted by teachers and children in schools involve confronting with and tackling a fundamental contradiction: how can such memories of deep sorrow be expressed and shared? In order to tackle the question of whether pedagogical practice can overcome such a contradiction, this article analyzed three cases of reconstruction-oriented learning. The article then sought to shed light on the role that can be played by learning activities, in which teachers and children participate, and their significance.
Drawing upon the framework of cultural-historical activity theory, the article analyzed teaching and learning from such experiences of disaster. Activity theory offers a conceptual framework that views the object-oriented collective activity system as the basic unit of analysis of human practices and development as a rich source of ideas and tools for modeling future innovative activities. The results clarified the following characteristics of the pedagogical practice.
● Every pedagogical practice overcame the institutional boundaries of the so-called encapsulation of traditional school learning, which were sealed within the walls of textbooks and classroom.
● The “objects” of learning were expanded and an expansive learning activity toward the discovery and creation of problems in the real life-world of disasters was created.
● The activity created “knots” of collaboration and exchange with various communities, organizations, and participants outside school, which could be described figuratively as “knotworking” learning activities. Through this, children were given opportunities to meet and form bonds with the “providers of learning” who could offer learning that was different from textbooks.
Thus, disaster learning has the potentiality to create learning activities that will contribute toward changing surrounding communities and society for the better. This will be realized through forging knots between teachers, children, and a variety of partners outside school and helping to create a disaster subculture on the basis of new mutual support.Grant-in-Aid for Scientific Research 20120401-20150331
PapersActivity theory and its methodology for educational intervention: A case study of teachers' expansive learning in schoolsUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroEssays and Studies by Members of the Faculty of Letters, Kansai UniversityVol. 62, No. 3, pp. 21-372012/12/15~Grant-in-Aid for Scientific Research 20120401-20150331
International academic conferenceFostering the agency and creativity of children: An activity-theoretical approach to educational change in JapanIn refereedSingle-AuthorYAMAZUMI Katsuhiro2012/12/4~The 2012 joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA) University of Sydney, AustraliaIn Japan, educational change is increasingly concerned with how to shift school practices toward greater agency on the part of the children. Therefore, a new educational research agenda should be aimed at what is conceptualized as new forms of agency and creativity, as well as how we evoke and support such agency and creativity in educational work, particularly focusing on generating children’s agentive and creative actions.
In this presentation, a new landscape of fostering the agency and creativity of children as expansive phenomena in the field of pedagogical practice and educational research will be addressed and illuminated based on an analysis of findings from a case study on an experimental project called “New School” (NS) in Osaka, Japan. NS is an after-school project for children that creates advanced networks of learning based on cooperation among the following partners: a university, local municipal elementary schools, families, various producers and experts, and community organizations outside the school. In the NS, these parties are involved in designing and implementing project-based collaborative learning activities for ‘sustainable living’ from the experience of agriculture through the organic cultivation of local food products and learning about ecology and about ‘slow food’ through cooking lessons. By invoking the framework of third generation activity theory, it is possible to represent NS as a newly emerging hybrid activity system in which different activity systems interact and engage each other.
The activities and units developed by the NS project are incorporated in schools, especially the curriculum units in the “Period for Integrated Study” that deals with interdisciplinary and cross-curricular themes in addition to school subjects in Japan. These hybrid school innovations call for building a ‘platform of learning’ in which the emerging collaborative learning activities expand into the regional society as a whole to change surrounding communities and society for the better, operating on the theme of creating a society for a sustainable future. In such expanding school activity, learning through activism will have many implications for learning and new ways of teaching and could also challenge the existing division of labor – control and subordination – and the institutionalized encapsulation of the learning of the activity systems in education. This sort of expanded learning could foster the agency of children who include the will and courage to collaboratively transform and develop their own learning activities by themselves.Grant-in-Aid for Scientific Research 20120401-20150331
Chapter or SectionUnrefereedOtherSingle-AuthorYAMAZUMI Katsuhiro2012/11/25~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2012/8/25~The 71st Annual Conference of Japanese Educational Research Association
OrganizerSingle-AuthorYAMAZUMI Katsuhiro2012/8/24~The 71st Annual Conference of Japanese Educational Research Association
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2012/8/24~The 71st Annual Conference of Japanese Educational Research Association
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2012/8/18~
PapersIntegrated learning in the "knots": An activity-theoretical study of hybrid educational innovationsIn refereedAcademic JournalCo-authorYAMAZUMI Katsuhiro;TOMIZAWA MichikoResearch Journal of Kansai Educational Research AssociationNo. 12, pp. 17-312012/6/30~grant-in-Aid for Scientific Research 20090401-20120331
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro2012/6/2~
BookUnrefereedMonographCo-authored chapterYAMAZUMI,Katsuhiro2012/5/7~
PapersYoshibei Nomura's idea on curriculum for "book-making education": A development of life unit without textbookIn refereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroJournal of School Education Research, Kansai UniversityNo. 2, pp. 25-312012/3/19~Grant-in-Aid for Scientific Research 20090401-20120331
PapersLearning as cultural-historical activity: Activity-Theoretical fundamentals for research on educational practiceUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroEssays and Studies by Members of the Faculty of Letters, Kansai UniversityVol. 61, No. 3, pp. 85-1082011/12/15~Grant-in-Aid for Scientific Research 20090401-20120331
International academic conferenceCultural-historical activity theory as a powerful tool kit for educational research and practice: Methodological issues (Organized Symposium)In refereedSingle-AuthorYAMAZUMI Katsuhiro2011/9/8~Third Congress of the International Society for Cultural and Activity Research (ISCAR)Rome, Italygrant-in-Aid for Scientific Research 20090401-20120331
International academic conferenceHybrid educational innovation through activism as a new form of activity-theoretical intervention researchIn refereedSingle-AuthorYAMAZUMI Katsuhiro2011/9/8~Third Congress of the International Society for Cultural and Activity Research (ISCAR)Rome, Italygrant-in-Aid for Scientific Research 20090401-20120331
International academic conferenceBuilding a platform of learning for community revitalization: Toward an expansion of school activity. Lectured at the invited symposium 'Studying change in and across institutions'In refereedSingle-AuthorYAMAZUMI Katsuhiro2011/9/7~Third Congress of the International Society for Cultural and Activity Research (ISCAR)Rome, Italygrant-in-Aid for Scientific Research 20090401-20120331
Academic presentationCo-author2011/8/25~
LectureSingle-AuthorYAMAZUMI,Katsuhiro2011/8/18~
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2011/8/6~
LectureLearning in and for cultural creation: A hybrid educational innovation through activism in JapanYAMAZUMI Katsuhiro2011/7/30~The Seventh International Symposium 'New Learning Challenges'Kansai University
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2011/7/17~
Book reviewUnrefereedAcademic JournalSingle-AuthorYAMAZUMI Katsuhiro2011/3/31~
PapersLearning as creation of life: Emergence of collaborative activity in an after-school educational projectIn refereedAcademic JournalCo-authoredYAMAZUMI Katsuhiro;TOMIZAWA Michiko;ITOH Daisuke;HASUMI JiroResearch Journal of Educational MethodsVol. 36, pp. 133-1432011/3/31~This article analyzes an inter-institutional, collaborative after-school learning activity for children called ‘New School’ (NS), which is based on a partnership between a university and municipal elementary schools and involves other social actors and institutions. In the NS, these parties are involved in designing and implementing mixed grade, group-, and project-based collaborative learning activities for ‘sustainable living’ from the experience of agriculture through the organic cultivation of local food products and learning about ecology and about ‘slow food’ through cooking lessons. Using a framework of expansive learning theory, this article illuminates the emerging collaborative forms of learning activities that transform the pedagogical activity of traditional schooling that is isolated from real life and transcend the institutionalized boundaries of schools. In particular, we focus on children’s group-based learning activities for creating original scripts on the theme of the local and traditional vegetables of the Osaka region and the plays they performed for the public at a city museum. Data analysis from such NS activities explores how new patterns and processes of learning emerge based on and mediated by the participant ideas and strategies concerning ‘collaborative self-government.’ This concept suggests a new form of pedagogy and creative collaborations through real-life activities. The findings also show that computers and the Internet can break the encapsulation of school learning that takes place within the confines of textbooks and classrooms. In this way, NS can be represented as an emerging inter-institutional activity system in which the ‘object’ of learning on which children are working expands into the collaborative creation of living life activities and transforms into the surrounding world, such as community revitalization.Grant-in-Aid for Scientific Research 20090401-20120331
PapersYoshibei Nomura's discovery and creation of life school: Focusing on his collaborative self-government principled practice in juvenile playIn refereedIn-house publicationCo-authoredYAMAZUMI Katsuhiro;TOMIZAWA MichikoJournal of School Education Research, Kansai UniversityNo. 1, pp. 29-392011/3/19~Grant-in-Aid for Scientific Research 20090401-20120331
PapersYoshibei Nomura's Notion on Collaborative Self-government as an Educational PrincipleUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroEssays and Studies by Members of the Faculty of Letters, Kansai UniversityVol. 60, No. 3, pp. 101-1202010/12/10~Grant-in-Aid for Scientific Research 20090401-20120331
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2010/11/13~
Academic presentationCo-author2010/10/9~
PapersL. S. Vygotsky's Educational Thought and "New Education"UnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroEssays and Studies by Members of the Faculty of Letters, Kansai UniversityVol. 60, No. 2, pp. 85-1012010/9/30~Grant-in-Aid for Scientific Research 20090401-20120331
Keynote addressSingle-AuthorYAMAZUMI Katsuhiro2010/9/3~
Academic presentationCo-author2010/8/21~
Edited bookActivity theory and fostering learning: Developmental interventions in education and workUnrefereedMonographEditorYAMAZUMI KatsuhiroCenter for Human Activity Theory, Kansai University2010/3/31~English10.32286/00022982978-4-946421-14-3
BookSchools that contribute to community revitalization. In K. Yamazumi (Ed.), Activity theory and fostering learning: Developmental interventions in education and workUnrefereedMonographCo-authored chapterYAMAZUMI KatsuhiroCenter for Human Activity Theory, Kansai Universitypp. 133-1602010/3/31~English978-4-946421-14-3
BookIntroduction. In K. Yamazumi (Ed.), Activity theory and fostering learning: Developmental interventions in education and workUnrefereedMonographCo-authored chapterYAMAZUMI KatsuhiroCenter for Human Activity Theory, Kansai Universitypp. vii-xiii2010/3/31~English978-4-946421-14-3
Research reportUnrefereedOtherSingle-AuthorYAMAZUMI,Katsuhiropp. 3-462010/3/31~
PapersUnrefereedIn-house publicationSingle-AuthorYAMAZUMI,Katsuhiropp. 49-932010/3/31~
BookToward an expansion of science education through real-life activities in Japan. In Y.-J. Lee (Ed.), World of science education: Science education research in AsiaIn refereedMonographCo-authored chapterYAMAZUMI KatsuhiroSense Publisherspp. 187-2022010/1/1~
Keynote addressToward an expansion of school learning through real-life activities: Activity-theoretical developmental intervention research in JapanSingle-AuthorYAMAZUMI Katsuhiro2009/12/21~2009/12/22First Invitational International Workshop for Sociocultural and Activity-Theoretical Research Centers 'Collective Creativity and Learning'University of Helsinki, Department of Education, Helsinki, Finland
BookExpansive agency in multi-activity collaboration. In A. Sannino, H. Daniels, & K. Gutièrrez (Eds.), Learning and expanding with activity theoryIn refereedMonographCo-authored chapterYAMAZUMI KatsuhiroCambridge University Presspp. 212-2272009/8/17~EnglishChapter DOI: http://dx.doi.org/10.1017/CBO9780511809989.0149780511809989Yrjö Engeström(1987) developed cultural-historical activity theory and its interventionist methodology in modeling expansive learning in and for the collaborative production of new object-oriented collective activity systems. Engeström's formulation of activity theory has laid the cornerstone of developmental research to reconceptualize humans as creators and transformers. In this way, human agency is a central focus of activity theory.
From the viewpoint of activity and expansive learning theories, the concept of human agency is briefly described as the subject potentialities and positions of creation of new tools and forms of activity with which humans transform both their outer and inner worlds and thus master their own lives and futures (Engeström, 2005a, 2005c, 2006b). The account of new forms of agency in activity theory brings the Vygotskian heritage alive with regard to the future of human freedom (Yamazumi, 2007).
Today, new forms of human activity are experiencing accelerated paradigm shifts from mass-production-based systems to new systems based on interorganizational collaboration, building partnerships, and networking across cultural, organizational, and occupational boundaries. As human activity rapidly changes to partnering and networking among diverse cultural organizations, we need to ask ourselves whether schools and other contexts devoted to learning are equipped to prepare people for such practices. We also need to consider what kind of learning can generate critical and creative agency among learners. Such agency will help people shape their own lives and futures, which are gradually undergoing transformation.Grant-in-Aid for Scientific Research 20050401-20080331
BookUnrefereedMonograph2009/8/10~
BookUnrefereedMonographCo-authored chapterYAMAZUMI,Katsuhiro2009/8/10~
BookUnrefereedMonographCo-authored chapterYAMAZUMI,Katsuhiro2009/8/10~
Keynote addressSingle-AuthorYAMAZUMI,Katsuhiro2009/8/10~
LectureLearning by bridging: Between school and real-life activitiesSingle-AuthorYAMAZUMI Katsuhiro2009/6/13~The Sixth International Symposium ‘New Learning Challenges’ (NLC 2009)The Kansai University Tokyo Center, Tokyo, Japan
PapersUnrefereedIn-house publicationSingle-AuthorYAMAZUMI,Katsuhiro2009/3/31~
PapersNot from the inside alone but by hybrid forms of activity: Toward an expansion of school learningIn refereedAcademic JournalSingle-AuthorYAMAZUMI KatsuhiroActio: An International Journal of Human Activity TheoryNo. 2, pp. 35-552009/3/1~
LectureHybrid activity system and school innovation: An activity-theoretical intervention studySingle-AuthorYAMAZUMI Katsuhiro2008/12/6~The Fifth International Symposium ‘New Learning Challenges’The Kansai University Tokyo Center, Tokyo, Japan
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2008/10/12~
PapersUnrefereedOtherSingle-AuthorYAMAZUMI,Katsuhiro2008/9/15~
International academic conferenceProspects of hybrid and symbiotic activities for school innovation: Activity-theoretical studies of collaboration and learning in schools (Organized Symposium) In refereedSingle-AuthorYAMAZUMI Katsuhiro2008/9/12~Second Congress of the International Society for Cultural and Activity Research (ISCAR)San Diego, USA
International academic conferenceExpanding learning trajectory in hybrid school activity: An activity-theoretical intervention studyIn refereedSingle-AuthorYAMAZUMI Katsuhiro2008/9/12~Second Congress of the International Society for Cultural and Activity Research (ISCAR)San Diego, USA
PapersA hybrid activity system as educational innovationIn refereedAcademic JournalSingle-AuthorYAMAZUMI KatsuhiroExpansive learning;Hybrid activity system;Networks of learning;School innovation;Third generation activity theoryJournal of Educational Change9(4),pp. 365-3732008/8/2~English10.1007/s10833-008-9084-8This article analyzes a hybrid after-school learning activity for children called “New School” (NS). NS is an inter-institutional, collaborative project based on a partnership between a university and local elementary schools that also involves other social actors and institutions. Using a framework of third generation activity theory, the article illuminates emerging forms of learning in this hybrid activity that attempt to transform traditional school learning. NS seeks to create innovative networks of learning that will expand schooling activity by creating hybrid forms in collaboration with outside communities and organizations. The analysis of the NS intervention explores to what extent the different partners cross boundaries between their activity systems and their willingness to make school changes together as collaborative change agents. Preliminary findings indicate intense contradictions between the involved activity systems. Nevertheless, contradictions also energized collaborative efforts to transform traditional pedagogical practices.
International academic conferenceKnotworking-type formation of school activity: Intervention in multiple learning trajectoriesIn refereedSingle-AuthorYAMAZUMI Katsuhiro2008/5/13~The International Symposium ‘Activity 2008’Helsinki, Finland
PapersUnrefereedIn-house publicationSingle-AuthorYAMAZUMI,Katsuhiro2008/3/30~
International academic conferenceActivity theory and the transformation of pedagogical practice in Japanese schoolsSingle-AuthorYAMAZUMI Katsuhiro2008/3/9~The First Asian Conference on Activity Theory and Vygotskian ResearchShanghai Normal University, China
LectureKnotworking formation of collaborative agency: An activity-theoretical intervention study in educational practice in OsakaSingle-AuthorYAMAZUMI Katsuhiro2008/3/6~The Fourth International Symposium ‘New Learning Challenges’Center for Human Activity Theory, Kansai University, Japan
PapersUnrefereedOtherSingle-AuthorYAMAZUMI,Katsuhiro2008/3~
Edited bookUnrefereedMonographCo-editor2008/2/8~
BookUnrefereedMonographCo-authored chapter2008/2/8~
BookUnrefereedMonographCo-authored chapter2008/2/8~
Translated article or paperMonographCo-authored chapterYAMAZUMI Katsuhiro2008/2/8~
BookMonographCo-authored chapterYAMAZUMI Katsuhiro2007/10/20~
Academic presentationSingle-AuthorYamazumi, K2007/9/6~International Society for Cultural and Activity Research (ISCAR), First International Asian Conference
Academic presentationSingle-AuthorYamazumi, K2007/9/6~International Society for Cultural and Activity Research (ISCAR), First International Asian Conference
International academic conferenceExpansive learning in multiple learning activities for school innovationIn refereedSingle-AuthorYAMAZUMI Katsuhiro2007/8/30~The Twelveth Biennial Conference of the European Association for Research on Learning and Instruction (EARLI)Budapest, Hungary
PapersUnrefereedIn-house publicationCo-authored2007/7/31~
LectureExpansive learning approach to school changeSingle-AuthorYAMAZUMI Katsuhiro2007/7/27~International Workshop ‘Methodological Challenges in Socio-Cultural and Activity Theory Research’Department of Education, University of Bath, UK
PapersUnrefereedOtherSingle-AuthorYAMAZUMI,Katsuhiro2007/3/30~
PapersHuman agency and educational research: A new problem in activity theoryIn refereedAcademic JournalSingle-AuthorYAMAZUMI KatsuhiroActio: An International Journal of Human Activity TheoryNo. 1, pp. 19-392007/3/1~
International academic conferenceVygotsky, agency and activity theoryIn refereedSingle-AuthorYAMAZUMI Katsuhiro2007/2/20~Learning and Socio-cultural Theory: Exploring Modern Vygotskian PerspectivesWollongong, Australia
LectureNew forms of agency in school: Toward changing school learningSingle-AuthorYAMAZUMI Katsuhiro2006/12/2~The Third International Symposium ‘New Learning Challenges’ (NLC 2006)Center for Human Activity Theory, Kansai University, Japan
PapersActivity theory and the transformation of pedagogic practiceIn refereedAcademic JournalSingle-AuthorYAMAZUMI KatsuhiroEducational Studies in Japan: International Yearbook of Japanese Educational Research AssociationNo. 1, pp. 77-902006/12~https://doi.org/10.7571/esjkyoiku.1.77In this paper, I discuss the potential offered by cultural-historical activity theory for analyzing and redesigning new, expanded pedagogic practices in schools. Putting the third generation of activity theory to pedagogic practice, I propose that new forms of expansive learning that are transforming pedagogic activity structures in schools can occur in advanced networks of learning that transcend institutional boundaries of schools, turning them into societal agents of change. To concretize the notion of expansive learning as one new form of pedagogy in which boundary-crossing networks of learning and the changing agent role of schools emerge, I will illustrate and analyze a childrens after-school activity project called New School: a multi-activity collaboration in which a university, an elementary school, families, and expert groups and community organizations outside the school cooperate to create advanced learning networks. Based on the New School project, a new landscape of expansive learning in the field of pedagogic practices that attempts to create a hybrid activity system will be discussed, along with its sustainability. I will argue that through such a collaborative endeavor, participants can be motivated to engage in shaping and sustaining collaborative learning and their own development.Grant-in-Aid for Scientific Research 20050401-20080331
International academic conferenceSchool as societal change agent: An activity-theoretical study of new forms of expansive learningIn refereedSingle-AuthorYAMAZUMI Katsuhiro2006/10/26~Transformational Tools for 21st Century MindsRockhampton, Australia
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2006/9~
Chapter or SectionOtherSingle-AuthorYAMAZUMI,Katsuhiro2006/6/1~
Translated bookMonograph2006/3/31~
CommentaryUnrefereedMonographSingle-AuthorYAMAZUMI Katsuhiro2006/3/31~
PapersIntroductionUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroCenter for Human Activity Theory, Kansai University. Technical Reports. Yamazumi, K. (Ed.). Building Activity Theory in Practice: Toward the Next GenerationNo.1,pp.ⅰ-ⅶ2006/3/21~
PapersLearning for critical and creative agency: An activity-theoretical study of advanced networks of learning in “New School” ProjectUnrefereedIn-house publicationSingle-AuthorYAMAZUMI KatsuhiroCenter for Human Activity Theory, Kansai University. Technical Reports. Yamazumi, K. (Ed.). Building Activity Theory in Practice: Toward the Next GenerationNo.1, pp. 73-972006/3/21~
PapersUnrefereedIn-house publicationSingle-AuthorYAMAZUMI Katsuhiro2006/3/21~
PapersUnrefereedOtherSingle-AuthorYAMAZUMI,Katsuhiro2006/3/21~
Keynote addressSchool as societal change agent: An activity-theoretical perspective in Japan (Keynote Lecture)Single-AuthorYAMAZUMI Katsuhiro2005/11/18~The Second International Symposium ‘New Learning Challenges’ (NLC 2005)Center for Human Activity Theory, Kansai University, Japan
Edited bookNew learning challenges: Going beyond the industrial age system of school and workUnrefereedMonographCo-editorKatsuhiro Yamazumi(Eds.);Yrjö Engeström(Eds.);Harry Daniels(Eds.)Kansai University Press総273p.2005/9/26~Grant-in-Aid for Scientific Research 20050401-20080331
BookIntroduction. In K. Yamazumi, Y. Engeström, & H. Daniels (Eds.), New learning challenges: Going beyond the industrial age system of school and workUnrefereedMonographCo-authored chapterYAMAZUMI KatsuhiroKansai University Presspp. 1-92005/9/26~
BookSchool as collaborative change agent. In K. Yamazumi, Y. Engeström, & H. Daniels (Eds.), New learning challenges: Going beyond the industrial age system of school and workUnrefereedMonographCo-authored chapterYAMAZUMI KatsuhiroKansai University Presspp. 11-452005/9/26~
International academic conferenceLearning for object-oriented interagency in distributed activity fields (Organized Symposium)In refereedInternational coauthorshipYamazumi, K;Hong. J2005/9/24~First Congress of the International Society for Cultural and Activity Research (ISCAR)Seville, Spain
International academic conferenceCritical learning transforming pedagogic practice from within: An activity-theoretical analysis of institutional effects in intervention research in schools (Invited Lecture)In refereedSingle-AuthorYAMAZUMI KatsuhiroInternational Society for Cultural and Activity Research (ISCAR)2005/9/23~First Congress of the International Society for Cultural and Activity Research (ISCAR)Seville, SpainGrant-in-Aid for Scientific Research 20050401-20080331
Chapter or SectionOtherSingle-AuthorYAMAZUMI,Katsuhiro2004/10/1~
PapersIn refereedAcademic JournalSingle-AuthorYAMAZUMI,Katsuhiro2004/9/17~Grant-in-Aid for Scientific Research 20030401-20030331
International academic conferenceSchool as collaborative change agentSingle-AuthorYAMAZUMI Katsuhiro2004/9~The First International Symposium ‘New Learning Challenges’Kansai University, Japan
Book reviewSingle-AuthorYAMAZUMI,Katsuhiro2004/6/25~
BookUnrefereedMonographSingle-AuthorYAMAZUMI,Katsuhiro2004/3/30~Grant-in-Aid for Scientific Research 20030401-20050331
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2003/9/12~
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2003/8/24~
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2003/3/28~
International academic conferenceTeachers’ expansive learning in curriculum coordinator laboratoryIn refereedSingle-AuthorYAMAZUMI Katsuhiro2002/6/18~Symposia at the Fifth Congress of the International Society for Cultural Re- search and Activity TheoryAmsterdam, Netherlands
BookOrchestrating voices and crossing boundaries in educational practice: Dialogic research on learning about Kobe Earthquake. In M. Hedegaaed (Ed.), Learning in classrooms: A Cultural-historical approachIn refereedMonographCo-authored chapterYAMAZUMI KatsuhiroAarhus University Presspp. 97-1202001/10~Grant-in-Aid for Encouragement of Young Scientists 19990401-20010331
BookMonographCo-authored chapterYAMAZUMI,Katsuhiro2001/4/25~
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro2000/9/30~
International academic conferenceHow to intervene in the visiblization of multi-activity systems: A methodological issue of cultural-historical inter vention in Japanese school-based curriculum developmentIn refereedSingle-AuthorYAMAZUMI Katsuhiro2000/7/18~Symposia at the Third Conference for Socio-cultural ResearchSao Paulo, Brazil
PapersOtherSingle-AuthorYAMAZUMI,Katsuhiro2000/3~
PapersIn-house publicationCo-authored;1999/9~
Translated bookMonographYAMAZUMI,Katsuhiro1999/8/5~
CommentaryMonographSingle-Author1999/8/5~
PapersIn-house publicationCo-authored;1999/8~
BookMonographSingle-AuthorYAMAZUMI Katsuhiro1998/2/10~Japanese
PapersIn-house publicationCo-authored;1997/8~
BookMonographCo-authored chapter1997/4/25~
BookMonographCo-authored chapter1997/4/25~
BookMonographCo-authored chapter1997/4/25~
BookMonographCo-authored chapter1997/4/25~
BookMonographCo-authoredYAMAZUMI Katsuhiro;UENO Takane;TEDORI Yoshihiro;BABA Masaru1997/4/25~
PapersOtherSingle-AuthorYAMAZUMI,Katsuhiro1996/3~
Academic presentationSingle-AuthorYAMAZUMI Katsuhiro1995/10~
BookMonographSingle-AuthorYAMAZUMI,Katsuhiro1995/5~
PapersIn refereedAcademic JournalSingle-AuthorYAMAZUMI,KatsuhiroVol. 20, pp. 61-691995/3/31~
PapersIn-house publicationSingle-AuthorYAMAZUMI,Katsuhiro1994/9~
PapersIn refereedAcademic JournalSingle-AuthorYAMAZUMI,Katsuhiro1994/3/31~
Book reviewSingle-AuthorYAMAZUMI,Katsuhiro1994/3/31~
PapersIn-house publicationSingle-AuthorYAMAZUMI,Katsuhiro1994/2~
Academic presentationSingle-AuthorYAMAZUMI,Katsuhiro1993/10~
PapersUnrefereedIn-house publicationSingle-AuthorYAMAZUMI,Katsuhiro1993/9~
PapersIn-house publicationCo-author;1993/7~
PapersIn-house publicationSingle-AuthorYAMAZUMI,Katsuhiro1993/2~
PapersAcademic JournalSingle-AuthorYAMAZUMI,Katsuhiro1992/7~
PapersUnrefereedIn-house publicationCo-authored;;;;1991/10~
PapersAcademic JournalSingle-AuthorYAMAZUMI,Katsuhiro1991/7~
PapersIn refereedAcademic JournalSingle-AuthorYAMAZUMI,Katsuhiro1991/3~
PapersAcademic JournalSingle-AuthorYAMAZUMI,Katsuhiro1990/7~
PapersAcademic JournalSingle-AuthorYAMAZUMI,Katsuhiro1989/7~
PapersIn-house publicationSingle-AuthorYAMAZUMI,Katsuhiro1989/3~
Community Activities
- Mind, Culture, and Activity: An International Journal, Editorial Board Member 2011/1~2013/12
- Supervisor, Annual Seminar of Finnish Doctoral Program in Education and Learning (FiDPEL)
- Program Officer, Research Center for Science Systems (RCSS), Japan Society for the Promotion of Science (JSPS)
- Pre-Examiner of a doctoral thesis, Faculty of Educational Sciences, University of Helsinki, Finland 2021/9/29~2021/11/29
Research Activities Overseas
- OtherVisiting Scholar, Washington University Jan. 1998-Mar. 0,United States of America Department of Education, Washington University
- Kansai University's Overseas Research Program(long term)Visiting Scholar, University of Helsinki Apr. 1,2013-Jun. 30,2013Finland Center for Research on Activity, Development and Learning CRADLE, University of Helsinki
- Kansai University's Overseas Research Program(long term)Visiting Scholar, Department of Education, Graduate School of Education & Information Studies (GSE&IS), University of California, Los Angeles (UCLA) Jul. 1,2013-Mar. 31,2014United States of America University of California, Los Angeles (UCLA)
- Foreign travelVisiting Scholar, University of Helsinki Aug. 20,2014-Sep. 16,2014Finland Center for Research on Activity, Development and Learning CRADLE, University of Helsinki
- Foreign travelGrant-in-Aid for Scientific Research Feb. 28,2015-Mar. 14,2015Finland Center for Research on Activity, Development and Learning CRADLE, University of Helsinki
- OtherResearch Fellow of Researcher Exchange Program of the Japan Society for the Promotion of Sciences/Visiting Scholar, Australian Catholic University Aug. 3,2016-Aug. 31,2016Australia Learning Sciences Institute Australia, Australian Catholic University
Participation in International Conferences
- The Sixth International Symposium ‘New Learning Challenges’ (NLC 2009) Jun.2009
- The Fifth International Symposium ‘New Learning Challenges’ Dec.2008
- The Second Congress of the International Society for Cultural and Activity Research (ISCAR) Sep.9,2008-Sep. 13,2008
- The International Symposium ‘Activity 2008’ May2008
- The First Asian Conference on Activity Theory and Vygotskian Research Mar.2008
- The Fourth International Symposium ‘New Learning Challenges’ Mar.2008
- The Fifth Congress of the International Society for Cultural Research and Activity Theory (ISCRAT) Jun.18,2002-Jun. 22,2002
- The Twelveth Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) Aug.2007
- International Workshop ‘Methodological Challenges in Socio-Cultural and Activity Theory Research’ Jul.2007
- Learning and Socio-cultural Theory: Exploring Modern Vygotskian Perspectives Feb.2007
- The Third International Symposium ‘New Learning Challenges’ (NLC 2006) Dec.2006
- Transformational Tools for 21st Century Minds Oct.2006
- The Second International Symposium ‘New Learning Challenges’ (NLC 2005) Nov.2005
- The First Congress of the International Society for Cultural and Activity Research (ISCAR) Sep.20,2005-Sep. 24,2005
- The First Invitational International Workshop for Sociocultural and Activity-Theoretical Research Centers 'Collective Creativity and Learning' Dec.21,2009-Dec. 22,2009
- The Third Conference for Socio-cultural Research Jul.18,2000
- The Third Congress of the International Society for Cultural and Activity Research (ISCAR) Sep.5,2011-Sep. 10,2011
- Fifth congress of the International Society for Cultural Research and Activity Theory Jun.2002
- The 2012 joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA) Dec.3,2012-Dec. 6,2012
- The Annual Conference of Teacher Education Policy in Europe May16,2013-May 18,2013
- The 6th Nordic Conference of the International Society for Cultural and Activity Research Jun.12,2013-Jun. 14,2013
- The 29th Colloquium of the European Group for Organizational Studies Jul.4,2013-Jul. 6,2013
- 20th Anniversary Symposium of Center for Research on Activity, Development and Learning CRADLE, University of Helsinki 'Activity, Learning, and Agency from below' Sep.1,2014
- The Fourth Congress of the International Society for Cultural and Activity Research (ISCAR) Sep.29,2014-Oct. 3,2014
- The 9th International Conference on Researching Work and Learning (RWL) Dec.9,2015-Dec. 11,2015
- The 2016 International Conference of the Asia Pacific Educational Research Association (APERA) and the Taiwan Education Research Association (TERA) Nov.10,2016-Nov. 13,2016
- The 2018 International Conference of the Asia Pacific Educational Research Association (APERA) and the Educational Research Association of Singapore (ERAS) Nov.12,2018-Nov. 14,2018
- The 35th Colloquium of the European Group for Organizational Studies Jul.4,2019-Jul. 6,2019
- The Annual Conference of the Australian Association for Research in Education (AARE) Dec.1,2019-Dec. 5,2019
Courses Taught
- Pedagogical Methods
- Special Study in School Education
- Special Study in School Education
- School Education
- School Education
- Curriculum Design
- Special Activities (Elementary Education)
- Intermediate Seminar Elementary Education III
- Graduation Seminar of Elementary Education V
- Graduation Seminar of Elementary Education VI
- Learning and Development (Elementary Education)
- Curriculum Theory
- Educational Method (Elementary Education)
- Intermediate Seminar Elementary Education IV
- Curriculum Studies
- School Development
- School Education
- Special Themes in Educational Study II
- School Education
- School Development
- Educational Ideas
- Personal Information
- Research Activities
- Research Activities
- Community Service
- Courses Taught