Abstracts - Earli

proceeds first by identifying sequences of actions by the participants and then by revealingcontradictions in these sequences. The sequences of actions are constructed starting from thestatements in interviews conducted one year after the intervention. The statements areconceptualized as warrants, i.e., justifications that the participants give for not continuing 5D. Theaction sequences are then built tracing backward actions thematically connected to these warrants.Such actions are typically breakthroughs or ruptures initiated or experienced by the participants.The analysis leads to the identification of contradictions in the activity of each group ofparticipants which potentially explain why the participants did not engage in an agentive effort topursue further the innovative practice. The sequences of discontinuous actions and thecontradictions form a texture which became impenetrable from the point of view of engaging in aself-reflective discussion among all the participants on the future of the ongoing innovativepractice.Expansive learning in multiple learning activities for school innovationKatsuhiro Yamazumi, Kansai University, JapanThis paper focuses on new forms of learning that attempt to transform the pedagogical activity ofthe traditional school. These new forms of learning are conceptualized with the help of theframework of cultural-historical activity theory and the notion of expansive learning. The paperanalyzes the process of implementation of a children’s after-school project called New School(NS). NS is an inter-institutional, collaborative project among the following partners: a university,an elementary school, families, expert groups and community organizations outside the school.This paper aims at illustrating the dynamics through which the multiple parties involved in the NSproject engage in the process of expansive learning for designing and implementing new activities.In particular, the analysis explores to what extent the different partners in the NS crossboundariesbetween their activity systems, are willing to make school innovations together, andbecome collaborative change agents. The analysis of the NS intervention leads to the preliminaryfinding that the collaborative change effort was characterized by three sets of intensivecontradictions between the activity systems involved: 1) contradictions between the institutionallogics of school activities and the NS activities, 2) contradictions between the activities of inserviceteachers, pre-service teachers enrolled as students at the university, and the children, 3)contradictions between the activities of the elementary school and productive practices ofeveryday life outside the school.– 502 –