Service+as+activity-A+cultural+historical+approach

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**Service as activity: A cultural historical approach to service learning ** Christopher Pupik Dean, doctoral candidate, University of Pennsylvania [cpupikdean@gmail.com]


 * Keywords:** Cultural historical activity theory, mediation, activity systems, boundary crossing, tutoring


 * Conference track:** Contexts and methods: Theoretical and conceptual frameworks, research designs, and methodological issues


 * Format:** Research/Scholarly paper

In order to study civic practices directly, scholars of civic engagement have suggested building frameworks using socio-cultural theories of learning (Levine & Higgins ‐ D’Alessandro, 2010; McIntosh & Youniss, 2010; Torney ‐ Purta et al., 2010). I extend these suggestions by explicating how one of the main sociocultural theories, cultural historical activity theory (CHAT or activity theory; Cole & Engeström, 1993; Engeström, 1987), can deepen studies of civic engagement generally and service learning specifically. This theory is especially useful because the unit of analysis requires that the analyst look beyond individual agents in order to understand the development of civic practices. I will illustrate the utility of the framework by presenting analysis of data from a larger research project that is employing CHAT to examine civic development in a high school service ‐ learning class.
 * Summary**

Activity theory is characterized by a number of elements that are useful to researchers trying to understand service ‐ learning experiences. These include the concepts of mediation, activity systems, and boundary crossing. I will describe the role of these concepts in activity theory and explain their usefulness for analyzing service ‐ learning. I will also provide examples of how these concepts can be used to analyze service learning that are drawn from a qualitative study of a service learning course in which 10th graders from an independent school tutor first graders in a nearby public school.

CHAT analysis can be a powerful tool for service learning because it challenges analysts to focus on the interactions in the service setting. It is in these locations that there is potential for boundary crossing and the opportunity for students to reconsider the ways that they think about the world and the social problem the service seeks to address. Such an analysis requires not only observing the interactions but also understanding the activity systems that are interacting and the cultural and historical nature of the tools that are put to use in service.

 Cole, M. (1996). Cultural psychology. Cambridge, MA: Belknap Press.  Cole, M., & Engeström, Y. (1993). A cultural historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1–46). Cambridge, UK: Cambridge University Press.  Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-KonsultitOy. Retrieved from http://lchc.ucsd.edu/mca/Paper/Engestrom/expanding/toc.htm   Engeström, Y. (1993). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectices on activity and context (pp. 64–103). Cambridge, UK: Cambridge University Press.  Engeström, Y. (2001). Expansive learning at work: Toward and activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.  Engeström, Y., & Miettinen, R. (1999). Introduction. Perspectives on Activity Theory (pp. 1–18). Cambridge, UK: Cambridge University Press.  Erikson, E. H. (1950). Childhood and Society. New York: Norton.  Erikson, E. H. (1968). Identity, Youth, and Crisis (1st ed.). New York: Norton.  Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging Approaches to Educational Research: Tracing the Socio-Material. London: Routledge. Retrieved from http://www.routledge.com/books/details/9780415570923/   Levine, P., & Higgins-D’Alessandro. (2010). Youth civic engagement: Normative issues. In L. R. Sherrod, J. Torney-Purta, & C. A. Flanagan (Eds.), Handbook of Research on Civic Engagement in Youth (E-Book.). Wiley.  McIntosh, H., & Youniss, J. (2010). Toward a political theory of political socialization of youth. In L. R. Sherrod, J. Torney-Purta, & C. Flanagan (Eds.), Handbook of Research on Civic Engagement in Youth. New Jersey: Wiley.  Rhoads, R. A. (1997). Community Service and Higher Learning: Explorations of the Caring Self. Albany: State University of New York Press.  Torney-Purta, J., Amadeo, J.-A., & Andolina, M. (2010). A conceptual framework and multimethod approach for research on political socialization and civic engagement. Handbook of Research on Civic Engagement in Youth (E-book.). Hoboken, NJ: John Wiley & Sons.  Tsui, A. B. M., & Law, D. Y. K. (2007). Learning as Boundary-Crossing in School-University Partnership. Teaching and Teacher Education: An International Journal of Research and Studies, 23.  Youniss, J., & Yates, M. (1997). Community Service and Social Responsibility in Youth. Chicago, Ill: University of Chicago Press.
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