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  • 1. Hansson, Thomas
    Leadership by Activity Theory and Professional Development by Social Construction2002In: Systemic Practice and Action Research, ISSN 1094-429X, E-ISSN 1573-9295, Vol. 15, no 5, p. 411-436Article in journal (Refereed)
    Abstract [en]

    Culture and human development come together as one. Contradictions and challenges abound in the transformation of social practices of leadership and management. Globalization, organizational, and professional development bring local realities together. Research must embrace characteristic discourses in order to constitute a modified perspective to current approaches. Research must direct attention to the predominant conceptions of leaders, contexts, and relations. Leaders are “discoursed objects” capable of individual action, acting rationally in order to structure their contexts. Their ability to relate to others is an individual act and a source to progress. Good discourses displace attitudes, personal properties, and individual acts and highlight relations. One shift of attention goes from transcendental notions of truth, right, and suitability to local–historical constructions of reality. Another shift goes from reality as a singular and independent state to multiple socially constructed realities. In the processes of social construction people create individual worlds where unique relations emerge. Coordinated training and research enable different modes of relating to each other in systemic practice.

  • 2. Hansson, Thomas
    Learning by Action Research: A Policy for School Development.2003In: Systemic Practice and Action Research, ISSN 1094-429X, E-ISSN 1573-9295, Vol. 16, no 1, p. 37-51Article in journal (Refereed)
    Abstract [en]

    In this article I define a project organization as action research. Thus defined, the approach presents a method for experiential learning among educators who develop as learners in an educational setting. Second, the approach describes a method for focusing on research related to change in classroom didactics brought about by the mediating instruments educators discover and use so as to overcome their own learning anxiety. Third, action research and academic investigation are described as a method for integrating theory with practice. Finally, action research is outlined as an effort for social justice—the way knowledge usually develops by social construction.

  • 3. Hansson, Thomas
    Workplace Logics, Kinds of Knowledge and Action Research2006In: Systemic Practice and Action Research, ISSN 1094-429X, E-ISSN 1573-9295, Vol. 19, no 2, p. 189-200Article in journal (Refereed)
    Abstract [en]

    Workplace logics signify attitudes that employees express in close interaction, formal decision-making and collaborative interventions. The term covers a metaphorical mental context rather than a mathematically coherent understanding of social control mechanisms that influence interlocutors in cooperative activity. Workplace logics relate to future-oriented choices that employees make so as to obtain targeted production goals. But logics also hold an explanatory potential. They enable for the researcher to account for social systems that need to be designed before they are acted on. The objective for analysing workplace logics is to turn attention away from language and focus on activity systems. Successful action research facilitates for individual and organizational learning, the latter of which is rarely fulfilled in contemporary research.

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