In order to study the mutual shaping of action and institutional setting there is a need for a method of analysing data which provides a window on the contingent and sequential emergence of new ways of thinking and speaking in specific institutional contexts. This paper addresses this challenge through a consideration of the developments that were made during a 4-year study of professional learning in settings which were subject to new legal requirements for multiagency working in children’s services in England.
Bernstein, B. ( 1993). Foreword. In H. Daniels (Ed.), Charting the agenda: Educational activity after Vygotsky (pp. xii-xxiii). London: Routledge .
2.
Bernstein, B. ( 2000). Pedagogy, symbolic control and identity: Theory, research, critique (revised edition). Lanham, MD: Rowman & Littlefield.
3.
Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 1-46). New York, NY: Cambridge University Press.
4.
Daniels, H. ( 2001). Vygotsky and pedagogy. London: Routledge.
5.
Daniels, H. ( 2006). Analysing institutional effects in activity theory: First steps in the development of a language of description. Outlines: Critical Social Studies, 2, 43-58.
6.
Daniels, H. ( 2008). Vygotsky and research. London: Routledge.
7.
Daniels, H. ( 2010). The mutual shaping of human action and institutional settings: A study of the transformation of children’s services and professional work. The British Journal of Sociology of Education, 31(4), 377-393.
8.
Edwards, D., & Mercer, N.M. ( 1989). Reconstructing context: The conventionalization of classroom knowledge. Discourse Processes, 8, 229-259.
9.
Edwards, D., & Potter, J. ( 1992). Discursive psychology. London: Sage.
10.
Edwards, D., & Stokoe, E.H. ( 2004). Discursive psychology, focus group interviews, and participants’ categories. British Journal of Developmental Psychology, 22, 499-507.
11.
Engeström, Y. ( 1999). Innovative learning in work teams: Analysing cycles of knowledge creation in practice. In Y. Engeström , R. Miettinen & R. L. Punamaki (Eds.), Perspectives on activity theory (pp. 377-406). Cambridge: Cambridge University Press.
12.
Engeström, Y. ( 2007). Putting Vygotsky to work: The change laboratory as an application of double stimulation. In H. Daniels , M. Cole & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 363-382). Cambridge: Cambridge University Press.
13.
Goffman, E. ( 1979). Footing. Semiotica, 25, 1-29.
14.
Hasan, R. ( 2002). Semiotic mediation and mental development in pluralistic societies: Some implications for tomorrow’s schooling. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Socio-cultural perspectives on the future of education (pp. 46-72). Oxford: Blackwell.
15.
Makitalo, A., & Saljo, R. ( 2002). Talk in institutional context and institutional context in talk: Categories as situated practices. Text, 22(1), 57-82.
16.
Middleton, D. ( 2004). Concepts, learning and the constitution of objects and events in discursive practice. In A.-N. Perret-Clermont , C. Pontecorvo, L. Resnick, T. Zittoun & B. Burge (Eds.), Joining society: Social interaction in adolescence and youth (pp. 204-215). Cambridge: Cambridge University Press.
17.
Middleton, D., Brown, S., Daniels, H., Edwards, A., Leadbetter, J., & Warmington, P. (2008). Making the difference in interagency working: Analytic challenges in studying professional learning in communicating what matters. In C. Candlin & S. Sarangi (Eds.), Handbook of applied linguistics communication in professions and organisations (pp. 124-145). Berlin: Mouton de Gruyter.
18.
Potter, J., & Wetherell, M. ( 1987). Discourse and social psychology beyond attitudes and behaviour. London: Sage.
19.
Sacks, H. ( 1992). Lectures on conversation Vols. IandII. Oxford: Blackwell.
20.
Victor, B., & Boynton, A. ( 1998). Invented here: Maximizing your organization’s internal growth and profitability. Boston, MA: Harvard Business School Press.
21.
Vygotsky, L.S. ( 1987). The collected works of L. S. Vygotsky. Vol. 1: Problems of general psychology, including the volume Thinking and Speech (R.W. Rieber & A. S. Carton, Eds.; N. Minick, Trans.). New York, NY: Plenum Press.
22.
Wertsch, J.V. ( 2007). Mediation. In H. Daniels , M. Cole & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 178-192). New York: Cambridge University Press.
23.
Wickman, P., & Ostman, L. ( 2002). Learning as discourse change: A sociocultural mechanism . Science Education, 86, 601-623.
