Abstract
How can texts serve as sites of negotiation about learning and identity work? In the attempt to trace and describe how learning is negotiated between the learning environment and the learner, and how this process is constructed in a reflection text, this chapter presents a model for text analysis and some text-analytical approaches to apply it. The model is informed by activity theory, a sociocultural organizational theory. The model answers questions such as who does what, with whom, using what tools, driven by what object, and with what outcome, given their actions. The theoretical basis for linking context to text in this way originates in the framework of discourse analysis, which holds that texts are permeated by context and therefore will be open for contextual and ideological analysis.
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