A Gramscian perspective on developmental work research: Contradictions, power and the role of researchers reconsidered

Authors

  • Tiina Kontinen

DOI:

https://doi.org/10.7146/ocps.v14i2.9795

Keywords:

developmental work research, expansive learning, hegemony, dialectical pedagogy, Engeström, Gramsci

Abstract

The article presents a Gramscian reading of organisational interventions within the framework of
developmental work research. Developmental work research is based on Engeström’s concepts of
activity system and expansive learning cycle. It utilizes the theoretical vocabulary provided by
Marx and Ilyenkov and is situated in the traditions of cultural-historical and critical research. In
recent years, critical commentaries have pointed to a need to reconsider questions related to
transformation, contradictions and power within the approach. The Gramscian reading here
suggests that the concepts of transformism, hegemony and dialectic pedagogy could open potential
ways to reformulate certain elements of both the practice of organisational intervention and the
theoretical principles of developmental work research.

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Published

2013-10-07

How to Cite

Kontinen, T. (2013). A Gramscian perspective on developmental work research: Contradictions, power and the role of researchers reconsidered. Outlines. Critical Practice Studies, 14(2), 106–129. https://doi.org/10.7146/ocps.v14i2.9795

Issue

Vol. 14 No. 2 (2013)

Section

Articles

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