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.
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.
- Contradictions in the mathematical activity of Brazilian indigenous students (Project PI: Prof. Vanessa Sena Tomas), Faculty of Education, Federal University of Minas Gerais, Belo Horizonte, Brazil
Culturally Responsive Positive Behavior Interventions and Supports (CRPBIS, Project PI: Prof. Aydin Bal), School of Education, University of Wisconsin-Madison, USA
Organizational intervention by means of a Change Laboratory at the General Hospital with Family Care No. 3 (HGZMF No. 3, in Spanish) in Salamanca, Mexico (Project PI: Dr Carlos Montoro, Universidad de Guanajuato, Mexico)
Research Center LINA (Learning in and for the New Working Life) at University West, Trollhättan, Sweden
SARChI Chair on Global Change and Social Learning Systems at the Environmental Learning Research Centre, Department of Education, Rhodes University, Grahamstown, South Africa
TRAILab, Faculty of Economy, Catholic University of the Sacred Heart, Milan, Italy