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dc.contributor.authorVan der Walt, Johannes L.
dc.contributor.authorWolhuter, Charl C.
dc.date.accessioned2018-09-04T09:48:50Z
dc.date.available2018-09-04T09:48:50Z
dc.date.issued2018
dc.identifier.citationVan der Walt, J. L., & Wolhuter, C. C. (2018). An examination of the potential of cultural-historical activity theory (CHAT) for explaining transitions in national education systems. Acta Academica, 50(1), 104-125.en_ZA
dc.identifier.issn0587-2405 (print)
dc.identifier.issn2415-0479 (online)
dc.identifier.urihttp://dx.doi.org/10.18820/24150479/aa50i1.6
dc.identifier.urihttp://hdl.handle.net/11660/9221
dc.description.abstractThe political upheavals in Eastern Europe and in Southern Africa in the period 1985 to 1995 have had serious implications for education and education systems in the countries involved. Education system experts have in the past used various theoretical tools to examine and explain the complex transformations that took place. Transitiology, social action theory and critical theory are some of these tools. An examination of these theoretical tools shows that they do not quite succeed in embracing and explaining all the factors at play in the transformations under investigation. This article proposes cultural-historical activity theory as a more suitable alternative, and illustrates this thesis with reference to the South African transition (1990 onwards).en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectEducationen_ZA
dc.subjectEducation systems theoryen_ZA
dc.subjectNational transitionsen_ZA
dc.subjectCultural-historical activity theoryen_ZA
dc.subjectTransitiologyen_ZA
dc.subjectSocial action theoryen_ZA
dc.subjectSouth Africaen_ZA
dc.subjectCritical theoryen_ZA
dc.titleAn examination of the potential of cultural-historical activity theory (CHAT) for explaining transitions in national education systemsen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthor(s) retain copyrighten_ZA


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