@inbook{90c94fc816434a819df004db71694a51,
title = "Non-affirmative Theory of Education and Cultural-Historical Activity Theory: Where Do They Meet?",
abstract = "This study investigates how cultural-historical activity theory (CHAT) and non-affirmative theory of education (NAT) position themselves regarding the questions of normativity, ontology, and epistemology. The reason for choosing these three issues as a point of departure for a comparative study is that they highlight three interrelated dimensions of how educational research and theory are related to educational practice. The amalgamation of the theories is presented in a dialectical and comparative dialogue. Both theories highlight the cultural-historical context and emphasise the achievement of autonomy and emancipation through an individual{\textquoteright}s self-activity. While NAT is primarily perceived as a theory conceptualising education as a cultural and historical phenomenon, CHAT is designed as a general systems-theoretical approach to be used as a point of departure to achieve a change in praxis, but not by directing praxis from an outside interest.",
keywords = "Non-affirmative theory of education, Cultural-historical activity theory, Epistemology, Ontology, Normativity",
author = "Alex M{\"a}kiharju and Petra Autio and Michael Uljens",
year = "2023",
month = aug,
day = "7",
doi = "10.1007/978-3-031-30551-1_11",
language = "English",
isbn = "978-3-031-30550-4",
series = "Educational Governance Research",
publisher = "Springer",
pages = "243--268",
editor = "Uljens, {Michael }",
booktitle = "Non-affirmative Theory of Education and Bildung",
edition = "1",
}