Examining Identity Theories: Their Affordances and Limitations in Research and Teaching

What is Activity Theory?

It is my understanding that within Activity Theory there are tools which are examined as being situated within actions, discourses, and activity systems (Bomer, 2003). Bomer utilizes a Vygotskian Framework to determine the affordances - intended and unintended - of the varied concrete tools the teacher placed in the classroom. Specifically, Bomer looked at how the tools were used to mediate culturally sanctioned states of mind. In laymen terms, classrooms and other environments are full of tools and how our students come to understand and utilize these tools - intended (what/how we/teacher would like them to use the tools) and unintended (ways that we/teacher didn't necessarily think of using the tools) - is both contextual and socio-culturally situated. Bomer (2003) states that the use of a tool - or learning to use a tool is nested in many layers of cultural and historical context" (p. 224). Vygotsky's Theory calls for the use of media or tools for thinking. 

Vygotsky's Cultural-Historical Activity Theory explains that activity is the large project in which a society is engaged and which is being realized in the local setting. In the case study done by Martinez-Roldan (2003), Isabel uses personal narratives as her tools of engagement. Through the telling and sharing of narratives, she engenders two situated identities or roles - one personal, as storyteller and the other as a member of the literature group or circle. Gee (1999), when speaking of situated identities as the aforementioned, "maintains, they craft what they have to say to fit the situation or context in which they are communicating" (Martinez-Roldan, 2003, p. 497).

What does it mean to mediate activity?

When I think of the word mediation, instantly intervention comes to mind. To mediate activity if activity is the construction of literacy (Bomer, 2003), is to intervene in some way. Teachers often will try to motivate or invoke their values or outcomes on certain situations. Bomer (2003) observed in the early childhood classroom that he was observing that the teacher "did sometimes invoke a sort of metaphorical fantasy talk that created a world that might bring students' use of tools in line with her values" (p. 234). Children/students can also mediate activity when they apply an unintended way of utilizing available tools. Bomer's (2003) example of the students using the stuffed toys to hit each other and other types of inappropriate or unintended uses resonated with me. I remember having a similar desire to have reading buddies in the elementary library, but found myself playing referee far too often between who had it first and who had it second and would find lots of stuffed animals in places other than the designated box at the end of class. Needless to say, I decided that the stuffed animals were not necessary and donated them to another elementary library whose teacher-librarian had a better system in place for their use. 

Martinez-Roldan (2003) spoke of different mediational means such as narratives resultant of their ability to engage in literature discussions (p. 493). Specifically, she utilized personal narratives stressing the importance of creating learning contexts that value children's language, lives, and identities (p. 492). Isabela's use of storytelling and narratives provided an important site for the social construction of self (p. 497). Her mother noticed that she relished in the sharing and telling of stories, especially scary stories, with her cousin and family. "Narratives, particularly storytelling, seemed to be a part of Isabela's ways of knowing and part of her home's funds of knowledge" (Martinez-Roldan, 2003, p. 497). Sharing the world through the word - personal narratives allow for students to make those personal connections that aid in both comprehension and a feeling of community that encourages everyone to shine. I close with a quote taken from Moll (2001) and cited in Martinez-Roldan which reads, "at the essence of sociocultural theory is the notion that "human thinking develops through the mediation of others" (Moll, 2001, p. 113). We have to find a way to connect with students - use the appropriate tools - to help develop them into literate persons.

Reflect upon Activity Theory in your life

Building on the assertion that activity is the construction of literacy as a social activity. I like Isabela in Martinez-Roldan's (2003) case study, have situated identities in two arenas: an academic identity and an ethnic and cultural identity rooted in the African American South - specifically Atlanta, Georgia and growing up in an Afro-Caribbean or West Indian household. What I choose to read and research is directly related to who I am and where I am from. As a graduate student, I am learning about all of the available tools - intended and unintended - which exist and are at my disposal to construct narratives and research that is largely a part of me. The University is my workshop - "the site of learning what to do with concrete objects, places where even material things with no language in them can make me smarter and able to do new things" (Bomer, 2003, p. 225). The tools I use are as Vygotsky (1978) described, "not just a hammer, but a word, a diagram, a gesture, a process, a concept, in other words, signs could be understood as tools." I have to be careful about the tools that I choose to use - perhaps selective is the better way to say that. I must be selective of the tools that I employ, cognizant of the fact that some tools can cause harm.

References

Bomer, R. (2003). Things that make kids smart: A Vygotskian perspective on concrete tool use in primary literacy classrooms. Journal of Early Childhood Literacy, 3(3), 223-247.

Sannino, A., Daniels, H., & Gutiérrez, K. D. (2009). Activity theory between historical engagement and future-making practice. In H. Daniels, K. D. Gutiérrez, & A. Sannino (Eds), Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press.

Martinez-Roldàn, C. M. (2003). Building worlds and identities: A case study of the role of narratives in bilingual literature discussions. Research in the Teaching of English, 37(4), 491-526.