Using Contextual Action Theory and Action-Project Method to Study Real-Time Identity

Datos Bibliográficos

ID19003733
AutoresK Marshall (0000-0001-9330-8407, University of British Columbia, autor de correspondencia), L Alejandra Botia (University of British Columbia), Mindy Ming-Chung Chiang (University of British Columbia), José F Domene (0000-0002-8889-7005, University of Calgary), Margaret M Noel (University of British Columbia), Kesha Pradhan (0000-0001-6804-6847, University of British Columbia), R A Young (0000-0002-1513-797X, University of British Columbia)
Año2021
Volumen21
Número4
Páginas309-323
Fecha de publicación2021-08-05
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaIdentity (JOURNAL)
Identificadores de la revistaISSN: 1528-3488 • E-ISSN: 1532-706X
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15283488.2021.1960166
OpenAlexW3190219214
IdiomaEN
Citas recibidas5
Referencias citadas25

This conceptual paper describes how Contextual Action Theory and its associated methodology, the Action-Project Method, can be used to study real-time identity processes as they are embedded in identity construction over time. Contextual Action Theory is a conceptual framework based on the view that human action is goal-directed. In this view, identity construction is conceptualized as a series of goal-directed actions over an extended period of time. Within that series of actions are the specific real-time identity processes defined as everyday activities as people engage together. These real-time processes operate as building blocks of identity construction. The Action-Project Method is a comprehensive protocol for conducting longitudinal qualitative research. Goal-directed actions are considered through three interacting dimensions: (a) levels of action, (b) perspectives on action, and (c) action systems. The Action-Project method is designed to collect data from the three perspectives on action: manifest action, internal processes, and social meaning. The description of the theory and method in relation to identity construction is followed by two case illustrations. The first case illustration demonstrates the use of the theory and method with two socially-related young adult participants. The second case illustration involves a counselor and a young adult participant

Action research · Epistemology · Mathematics education · Social group · Social identity theory · Computer Science · Identity, Memory, and Therapy · Psychology · Social Psychology · Social Representations and Identity · Youth Education and Societal Dynamics