Activity theory and situated learning theory: contrasting views of educational practice

Abstract

The purpose of this article is to offer a critical discussion of the practice turn in contemporary educational research. In order to make the discussion specific, I use two influential theories, namely activity theory and situated learning theory. They both turn to the notion of practice in order to overcome the limitations of mentalist and structuralist accounts of educational phenomena. Together they represent some of the most influential attempts to transcend the dualistic tendencies of the dominant theoretical paradigms of educational research such as structuralist theories and educational theories that place mind and mental processes at their centre. Activity theory and situated learning theory offer very different accounts of the nature, scope and relevance of institutional, social and material contexts when accounting for the meanings and functions of any particular action or activity. While situated learning theory offers a more internal perspective, activity theory offers a more external perspective on human practices.