Abstract

In this paper, I address the reconceptualization of human agency that can shift to an analysis of both distributed and multiple agency in networked learning activities. As human activity becomes increasingly dialogical, boundary-crossing, networked, hybrid, and weekly bounded forms of work and organizations, the new generation of activity theory invites us to focus educational research efforts on the evocative and supportive new forms of agency to design and implement new patterns and forms of collaborative relationships of multiple activity systems. After a conceptual overview, this paper will analyze findings from a case study on an inter-institutional, collaborative after-school learning activity for children called New School promoted by the Center for Human Activity Theory at Kansai University in Osaka. In conclusion, this paper will propose that evoking and supporting new distributed and multiple forms of critical design agency for networked educational work and organizations among different actors involved in and affected by educational practices must offer a lifeline to educational research as an intervention to break away from something old (e.g., institutional boundaries of traditional school learning isolated from society) and move toward something else (e.g., advanced networks of learning across boundaries). Such agency might include the will and courage to create school innovations so that schools can become collaborative change agents.

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