More than just story‐telling: cultural–historical activity theory as an under‐utilized methodology for educational change research

Abstract

Sociocultural theory is increasingly popular as a paradigm for research in education. A recent member in this family of theories is introduced—cultural–historical activity theory (CHAT)—that shows much promise to complement and invigorate the field of educational change, a large, multi‐faceted, and persistent problematic. In particular, CHAT‐based research can address five areas where educational change research experiences weaknesses and shortcomings: (1) the failure to fully analyse the context; (2) a tendency towards reductionism rather than embracing complexity; (3) low sensitivity to the effects of power and politics; (4) lack of concern with emotions and identity; and (5) the rapidity at which new innovations are often introduced. These arguments are exemplified with a case study of a secondary school in Singapore that had devised a new inquiry‐based science curriculum. The paper concludes with some implications for promoting CHAT‐based research in educational change.