The Emergence of Agency: Foundations for Educational Change from Below

Annalisa Sannino's Academy Research Fellowship (2012-2017, No 264972) provided by Academy of Finland, Research Council for Culture and Society. 

Drawing on Vygotsky’s principle of double stimulation and the related tradition of formative interventions, three studies are conducted providing empirical examples of alternative conceptual and methodological paths to understanding and investigating how transformative agency emerges and how it is enacted.

Selected publications

Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599-633.

Sannino, A. & Engeström, Y. (2016). Relational agency, double stimulation and the object of activity: An intervention study in a primary school. In A. Edwards (Ed.), Working relationally in and across practices: Cultural-historical approaches to collaboration (pp. 58-77). Cambridge: Cambridge University Press.

Sannino, A. (2016). Double stimulation in the waiting experiment with collectives. Integrative Psychological and Behavioral Science, 50(1), 142-173.

Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, Culture, and Social Interaction, 6, 1-15.

Sannino, A. & Laitinen, A. (2015). Double stimulation in the waiting experiment: Testing a Vygotskian model of the emergence of volitional action. Learning, Culture, and Social Interaction, 4, 4-18.

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