ACTIVITY THEORY AND CULTURAL HISTORICAL PSYCHOLOGY CONFERENCE

Previously Published Papers on "Activity Theory and Cultural Historical Psychology Conference"

• Teachers’ Continuance Intention Towards Using Madrasati Platform: A Conceptual Framework

  Authors: Fiasal Assiri, Joanna Wincenciak, David Morrison-Love, Keywords: Madrasati, Decomposed Theory of Planned Behaviour, continuance intention, attitude, subjective norms, perceived behavioural control. DOI:10.5281/zenodo. Abstract: With the rapid spread of the COVID-19 pandemic, the Saudi government suspended students from going to school to combat the outbreak. As e-learning was not applied at all in schools, online teaching and learning have been revived in Saudi Arabia by providing a new platform called ‘Madrasati’. The Decomposed Theory of Planned Behaviour (DTPB) is used to examine individuals’ intention behaviour in many fields. Nevertheless, the factors that affect teachers’ continuance intention of the Madrasati platform have not yet been investigated. The purpose of this paper is to present a conceptual model in light with DTPB. To enhance the predictability of the model, the study incorporates other variables including learning content quality and interactivity as sub-factors under the perceived usefulness, students and government influences under the subjective norms, and technical support and prior e-learning experience under the perceived behavioural control. The model will be further validated using a mixed methods approach. Such findings would help administrators and stakeholders to understand teachers’ needs and develop new methods that might encourage teachers to continue using Madrasati effectively in their teaching.

• Ethnocentrism: The Hidden Adversary of Effective Global Leadership

  Authors: Ruxandra A. Vodă, Keywords: Adaptation to intercultural contexts, cross-cultural competencies, effective leadership, ethnocentrism, global leader, intercultural communication, leadership strategy, the GLOBE Project. DOI:10.5281/zenodo. Abstract: With the industrial revolution, global leaders must more rapidly become knowledgeable of and develop essential cross-cultural competencies to be effective. Ethnocentrism represents a hidden barrier of effective leadership and must be acknowledged and addressed proactively by global leaders. The article examines the impact of ethnocentrism in four critical areas (leadership strategy, cross-cultural competencies, intercultural communication, and adaptation to international contexts) and argues that by developing cross-cultural competencies, leaders might naturally reduce ethnocentrism levels. This paper will also offer few examples to support international managers in understanding how ethnocentrism can affect performance.

• 3D Modeling Approach for Cultural Heritage Structures: The Case of Virgin of Loreto Chapel in Cusco, Peru

  Authors: Rony Reátegui, Cesar Chácara, Benjamin Castañeda, Rafael Aguilar, Keywords: Cloud-to-BIM, cultural heritage, generative modeling, HBIM, parametric modeling, Revit. DOI:10.5281/zenodo. Abstract: Nowadays, Heritage Building Information Modeling (HBIM) is considered an efficient tool to represent and manage information of Cultural Heritage (CH). The basis of this tool relies on a 3D model generally obtained from a Cloud-to-BIM procedure. There are different methods to create an HBIM model that goes from manual modeling based on the point cloud to the automatic detection of shapes and the creation of objects. The selection of these methods depends on the desired Level of Development (LOD), Level of Information (LOI), Grade of Generation (GOG) as well as on the availability of commercial software. This paper presents the 3D modeling of a stone masonry chapel using Recap Pro, Revit and Dynamo interface following a three-step methodology. The first step consists of the manual modeling of simple structural (e.g., regular walls, columns, floors, wall openings, etc.) and architectural (e.g., cornices, moldings and other minor details) elements using the point cloud as reference. Then, Dynamo is used for generative modeling of complex structural elements such as vaults, infills and domes. Finally, semantic information (e.g., materials, typology, state of conservation, etc.) and pathologies are added within the HBIM model as text parameters and generic models’ families respectively. The application of this methodology allows the documentation of CH following a relatively simple to apply process that ensures adequate LOD, LOI and GOG levels. In addition, the easy implementation of the method as well as the fact of using only one BIM software with its respective plugin for the scan-to-BIM modeling process means that this methodology can be adopted by a larger number of users with intermediate knowledge and limited resources, since the BIM software used has a free student license.

• Language Learning, Drives, and Context: A Grounded Theory of Learning Behavior

  Authors: Julian Pigott, Keywords: Drives, grounded theory, motivation, significant events. DOI:10.5281/zenodo. Abstract: This paper presents the Language Learning as a Means of Drive Engagement (LLMDE) theory, derived from a grounded theory analysis of interviews with Japanese university students. According to LLMDE theory, language learning can be understood as a means of engaging one or more of four self-fulfillment drives: the drive to expand one’s horizons (perspective drive); the drive to make a success of oneself (status drive); the drive to engage in interaction with others (communication drive); and the drive to obtain intellectual and affective stimulation (entertainment drive). While many theories of learner psychology focus on conscious agency, LLMDE theory addresses the role of the unconscious. In addition, supplementary thematic analysis of the data revealed the role of context in mediating drive engagement. Unexpected memorable events, for example, play a key role in instigating and, indirectly, in regulating learning, as do institutional and cultural contexts. Given the apparent importance of such factors beyond the immediate control of the learner, and given the pervasive role of habit and drives, it is argued that the concept of motivation merits theoretical reappraisal. Rather than an underlying force determining language learning success or failure, it can be understood to emerge sporadically in consciousness to promote behavioral change, or to protect habitual behavior from disruption.

• Conspiracy Theory in Discussions of the Coronavirus Pandemic in the Gulf Region

  Authors: Rasha Salameh, Keywords: Al-Arabiya, Iran, COVID-19, hate speech, conspiracy theory, politicization of the pandemic DOI:10.5281/zenodo. Abstract: In light of the tense relationship between Saudi Arabia and Iran, this research paper sheds some light on Saudi-owned television network, Al-Arabiya’s reporting of the Coronavirus in the Gulf region. Particularly because most of the cases in the beginning were coming from Iran, some programs of this Saudi channel embraced a conspiracy theory. Hate speech has been used in the talking and discussions about the topic. The results of these discussions will be detailed in this paper in percentages with regard to the research sample, which includes five programs on the Al-Arabiya channel: ‘DNA’, ‘Marraya’ (Mirrors), ‘Panorama’, ‘Tafaolcom’ (Your Interaction) and ‘Diplomatic Street’, in the period between January 19, that is, the date of the first case in Iran, and April 10, 2020. The research shows the use of a conspiracy theory in the programs, in addition to some professional violations. The surveyed sample also shows that the matter receded due to the Arab Gulf states' preoccupation with the successively increasing cases that have appeared there since the start of the pandemic. The results indicate that hate speech was present in the sample at a rate of 98.1%, and that most of the programs that dealt with the Iranian issue under the Coronavirus pandemic on Al Arabiya used the conspiracy theory at a rate of 75.5%.

• Migrant Women English Instructors’ Transformative Workplace Learning Experiences in Post-Secondary English Language Programs in Ontario, Canada

  Authors: Justine Jun, Keywords: English teacher education, professional learning, transformative learning theory, workplace learning. DOI:10.5281/zenodo. Abstract: This study aims to reveal migrant women English instructors' workplace learning experiences in Canadian post-secondary institutions in Ontario. Migrant women English instructors in higher education are an understudied group of teachers. This study employs a qualitative research paradigm. Mezirow’s Transformative Learning Theory is an essential lens for the researcher to explain, analyze, and interpret the research data. It is a collaborative research project. The researcher and participants cooperatively create photographic or other artwork data responding to the research questions. Photovoice and arts-informed data collection methodology are the main methods. Research participants engage in the study as co-researchers and inquire about their own workplace learning experiences, actively utilizing their critical self-reflective and dialogic skills. Co-researchers individually select the forms of artwork they prefer to engage with to represent their transformative workplace learning experiences about the Canadian workplace cultures that they underwent while working with colleagues and administrators in the workplace. Once the co-researchers generate their cultural artifacts as research data, they collaboratively interpret their artworks with the researcher and other volunteer co-researchers. Co-researchers jointly investigate the themes emerging from the artworks. They also interpret the meanings of their own and others’ workplace learning experiences embedded in the artworks through interactive one-on-one or group interviews. The following are the research questions that the migrant women English instructor participants examine and answer: (1) What have they learned about their workplace culture and how do they explain their learning experiences? (2) How transformative have their learning experiences been at work? (3) How have their colleagues and administrators influenced their transformative learning? (4) What kind of support have they received? What supports have been valuable to them and what changes would they like to see? (5) What have their learning experiences transformed? (6) What has this arts-informed research process transformed? The study findings implicate English language instructor support currently practiced in post-secondary English language programs in Ontario, Canada, especially for migrant women English instructors. This research is a doctoral empirical study in progress. This study has the urgency to address the research problem that few studies have investigated migrant English instructors’ professional learning and support issues in the workplace, precisely that of English instructors working with adult learners in Canada. While appropriate social and professional support for migrant English instructors is required throughout the country, the present workplace realities in Ontario's English language programs need to be heard soon. For that purpose, the conceptualization of this study is crucial. It makes the investigation of under-represented instructors’ under-researched social phenomena, workplace learning and support, viable and rigorous. This paper demonstrates the robust theorization of English instructors’ workplace experiences using Mezirow’s Transformative Learning Theory in the English language teacher education field. 

• Toward Discovering an Architectural Typology Based on the Theory of Affordance

  Authors: Falntina Ahmad Alata, Natheer Abu Obeid, Keywords: Affordance theory, affordance categories, architectural environments, architectural evaluation criteria, emotional experience. DOI:10.5281/zenodo. Abstract: This paper revolves around the concept of affordance. It aims to discover and develop an architectural typology based on the ecological concept of affordance. In order to achieve this aim, an analytical study is conducted and two sources were taken into account: 1- Gibson's definition of the concept of affordance and 2- The researches that are concerned on the affordance categorisation. As a result, this paper concluded 16 typologies of affordances, including the possibilities of mixing them based on both sources. To clarify these typologies and provide further understanding, a wide range of architectural examples are presented and proposed in the paper. To prove this vocabulary’s capability to diagnose and evaluate the affordance of different environments, an experimental study with two processes have been adapted: 1. Diagnostic process: the interpretation of the environments with regards to its affordance by using the new vocabulary (the developed typologies). 2. Evaluating process: the evaluation of the environments that have been interpreted and classified with regards to their affordances. By using the measures of emotional experience (the positive affect ‘PA’ and the negative affect ‘NA’) and the architectural evaluation criteria (beauty, economy and function). The experimental study proves that the typologies are capable of reading the affordance within different environments. Additionally, it explains how these different typologies reflect different interactions based on the previous processes. The data which are concluded from the evaluation of measures explain how different typologies of affordance that have already reflected different environments had different evaluations. In fact, some of them are recommended while the others are not. In other words, the paper draws a roadmap for designers to diagnose, evaluate and analyse the affordance into different architectural environments. After that, it guides them through adapting the best interaction (affordance category), which they intend to adapt into their proposed designs.

• Applying Bowen’s Theory to Intern Supervision

  Authors: Jeff A. Tysinger, Dawn P. Tysinger, Keywords: Family systems theory, intern supervision, triangulation, school psychology. DOI:10.5281/zenodo. Abstract: The aim of this paper is to theoretically apply Bowen’s understanding of triangulation and triads to school psychology intern supervision so that it can assist in the conceptualization of the dynamics of intern supervision and provide some key methods to address common issues. The school psychology internship is the capstone experience for the school psychologist in training. It involves three key participants whose relationships will determine the success of the internship.  To understand the potential effect, Bowen’s family systems theory can be applied to the supervision relationship. He describes a way to resolve stress between two people by triangulating or binging in a third person. He applies this to a nuclear family, but school psychology intern supervision requires the marriage of an intern, field supervisor, and university supervisor; thus, setting all up for possible triangulation. The consequences of triangulation can apply to standards and requirements, direct supervision, and intern evaluation. Strategies from family systems theory to decrease the negative impact of supervision triangulation.

• A Case Study on Vocational Teachers’ Perceptions on Their Linguistically and Culturally Responsive Teaching

  Authors: Kirsi Korkealehto, Keywords: Multicultural, multilingual, teacher competences, vocational school. DOI:10.5281/zenodo. Abstract: In Finland the transformation from homogenous culture into multicultural one as a result of heavy immigration has been rapid in the recent decades. As multilingualism and multiculturalism are growing features in our society, teachers in all educational levels need to be competent for encounters with students from diverse cultural backgrounds. Consequently, also the number of multicultural and multilingual vocational school students has increased which has not been taken into consideration in teacher education enough. To bridge this gap between teachers’ competences and the requirements of the contemporary school world, Finnish Ministry of Culture and Education established the DivEd-project. The aim of the project is to prepare all teachers to work in the linguistically and culturally diverse world they live in, to develop and increase culturally sustaining and linguistically responsive pedagogy in Finland, increase awareness among Teacher Educators working with preservice teachers and to increase awareness and provide specific strategies to in-service teachers. The partners in the nationwide project are 6 universities and 2 universities of applied sciences. In this research, the linguistically and culturally sustainable teaching practices developed within the DivEd-project are tested in practice. This research aims to explore vocational teachers’ perceptions of these multilingualism and multilingual educational practices. The participants of this study are vocational teachers in of different fields. The data were collected by individual, face-to-face interviews. The data analysis was conducted through content analysis. The findings indicate that the vocational teachers experience that they lack knowledge on linguistically and culturally responsive pedagogy. Moreover, they regard themselves in some extent incompetent in incorporating multilingually and multiculturally sustainable pedagogy in everyday teaching work. Therefore, they feel they need more training pertaining multicultural and multilingual knowledge, competences and suitable pedagogical methods for teaching students from diverse linguistic and cultural backgrounds.

• Affective Approach to Selected Ingmar Bergman Films

  Authors: Grzegorz Zinkiewicz, Keywords: Affect theory, experimental cinema, Ingmar Bergman, film as autonomous entity. DOI:10.5281/zenodo. Abstract: The paper explores affective potential implicit in Bergman’s movies. This is done by the use of affect theory and the concept of affect in terms of paradigmatic and syntagmatic relations, from both diachronic and synchronic perspective. Since its inception in the early 2000s, affect theory has been applied to a number of academic fields. In Film Studies, it offers new avenues for discovering deeper, hidden layers of a given film. The aim is to show that the form and content of the films by Ingmar Bergman are determined by their inner affects that function independently of the viewer and, to an extent, are autonomous entities that can be analysed in separation from the auteur and actual characters. The paper discovers layers in Ingmar Bergman films and focuses on aspects that are often marginalised or studied from other viewpoints such as the connection between the content and visual side. As a result, a revaluation of Bergman films is possible that is more consistent with his original interpretations and comments included in his lectures, interviews and autobiography.