A Jornet
Biographic Data
| ID | 7346 |
|---|---|
| NAME | A Jornet |
| GIVEN NAMES | A |
| FAMILY NAME | Jornet |
| SIGNATURE | JORNET A |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-2222-5804 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The benefits and challenges of selected learning strategies for learning outside the classroom (LOtC). A literature review
This review of research publications in the period 2019–2024 examines the learning strategies employed, the impact (benefits), and the challenges (difficulties) associated with the development and implementation of Learning Outside the Classroom (LOtC) in different contexts. A total of 65 peer-reviewed studies were identified through the ERIC database for inclusion in the review following PRISMA procedure. A range of strategies and challenges wer…
Affective Contextures of Collective Care: Nurse-To-Nurse Communication, Resilience, and Sustainability in Nursing Work
to sustain their work and well-being within an increasingly financialized healthcare system. This dynamic relational fabric weaves together the emotional, social, and material dimensions of collective care to compensate for insufficient state and organizational support. Drawing on a narrative case study based on interviews with hospital nurses, we argue that these institutionally invisible affective and informal practices of care among nurses are…
Affective Contradictions and Narratives of Change: A Critical, Cultural‐Historical Approach to Hope and Action in Education for Sustainability
The available scientific evidence shows that, unless urgent and drastic action is taken, critical tipping points in the climate and the ecosystems that support human civilization may be crossed within our students’ lifetimes. In such a historical conjuncture, teaching and learning about sustainability can hardly be disentangled from affectivity and hope. What is our role as science educators when we teach about climate change at a time in which t…
Socio-educational ecologies for learning, social change, and future thinking: Expanding educational psychology's boundaries
Rapid societal and technological developments have transformed how people live and learn in and across different contexts, challenging the ways in which educational psychology has traditionally conceptualized and studied learning and development. These transformations are today exacerbated by the ongoing planetary crises of sustainability, structural inequalities, and threats to democracy, further challenging educational psychology's relevance fo…
School boundaries coming alive: Transforming education towards sustainability through open schooling initiatives
Young people envisioning desired futures through narratives of change in science education
Reflections on the Iscar 2024 Congress
How does voice matter? Learners’ voices in sustainability education
Scuola Diffusa” y educación ampliada como práctica socio-educativa para la inclusión: Un estudio cualitativo
In Reggio Emilia, thanks to the “Officina Educativa”, the educational department of the Reggio Emilia municipal government, "Scuola Diffusa", a specific model of Widespread Education, emerged as a response to the constraints resulting from the lockdown due to a health emergency situation. It shaped the educational ecosystem of the town, offering extensive educational opportunities for inclusion. It is based on deep alliances between different soc…
Regenerating CHAT through learners' voices and collectivism
Symposium on transactional perspectives and current research in mind, culture, and activity
Creative spaces in and beyond education
This issue includes a collection of five research articles and a book review that contribute to understanding creativity and equity in contemporary spaces in and beyond education. The issue opens with a paper by Areej Mawasi, William Penuel, and Arturo Cortez, exploring aspects of intergenerational co-design in the context of higher education. The paper, titled “They were learning from us as we were learning from them: perceived experiences in co…
Scientific Literacies for Change Making: Equipping the Young to Tackle Current Societal Challenges
Dealing with the threatening challenges and profound changes that characterise our era requires the development of knowledge and skills to navigate the uncertainty and complexity of science as part of society and everyday life. How can we support school students in transforming the base of knowledge and experiences to face the ongoing crises and contribute as individuals, citizens, and active participants in a democratic society to enable the tra…
No to war
A breadth of approaches to mind, culture and activity
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy
Unit of analysis is a methodological staple in the constitution of any learning theory, determining how different frameworks lead to different kinds of empirical observation. In this regard, emerging ecological—sociocultural and situative—approaches have been distinguished from more classical frameworks in that their units of analysis are said to expand beyond the individual to include their social contexts or environments. However, elaborations …
The unit of analysis in learning research: Approaches for imagining a transformative agenda
Special Issue: “Advancing Funds of Identity Theory”
This special issue on Funds of Identity, guest edited by Moises Esteban-Guitart, is comprised of six research papers and Esteban-Guitart’s response, with collective support from Julian Williams and
Scholarship and research in crisis contexts
Background to the special issue on pedology
Our commitment at this time of continuing struggle against oppression and structural inequalities
To “the fierce urgency of now”(Dr. Martin Luther King, Jr., ‘I Have a Dream’ speech at the March on Washington on August 28, 1963)As we continue to confront crises, turmoil, and struggles for justi
LCHC’s expanding bio-geographies: A glimpse to the future(s) through the case of the Re-generating CHAT project
In this article, we explore the Laboratory of Comparative Human Cognition (LCHC) as a living, distributed bio-geography—that is, as the diversity of ways in which the lab exists today in and through research-practice work and experiences across multiple locations and generations of scholars. Taking a genetic perspective, we ground our discussion in two moments in the history of LCHC, embodied in two international meetings that took place in San D…
Humanity’s leading activity: Survival, of the humanity of our species
In the midst of ongoing and unprecedented global crises, including the COVID-19 pandemic crisis, we open the present issue with an editorial call to scholars worldwide about learning in and from th
Long-term and current concerns in CHAT scholarship, and a dedication to Gordon Wells
In support of social movements that fight for freedom and liberation, and against racial and ecological injustices, we take the opportunity to reaffirm our commitment to scholarship that cares abou
Closing a challenging year, strengthening relevant scholarship in cultural studies of mind and activity
We end a year marked by a global pandemic that has taken the lives of more than a million people globally, and has exacerbated and made more visible social and economic inequities that disproportio
The Matter of Space: Bodily Performances and the Emergence of Boundary Objects During Multidisciplinary Design Meetings
Prior research has identified the importance of embodied action in establishing representational infrastructure during disruptions in interdisciplinary work. This study expands on such research by examining meetings of interdisciplinary museum design teams—including educators, designers, researchers, and museum professionals. In these meetings, the museum space (exhibition room) emerges as a boundary object as it is presented through diverse mate…
Theorizing with/out “Mediators
Affective Contradictions and Narratives of Change: A Critical, Cultural‐Historical Approach to Hope and Action in Education for Sustainability
The available scientific evidence shows that, unless urgent and drastic action is taken, critical tipping points in the climate and the ecosystems that support human civilization may be crossed within our students’ lifetimes. In such a historical conjuncture, teaching and learning about sustainability can hardly be disentangled from affectivity and hope. What is our role as science educators when we teach about climate change at a time in which t…
Introduction to symposium on Vygotsky and Spinoza
Development: The Dialectics of Transgression and Social Transformation
This issue comprises five articles and two book reviews. One theme in the articles is social change and transformation in or through activity, which seems to be grounded in conceptions of dialectic
School boundaries coming alive: Transforming education towards sustainability through open schooling initiatives
Vygotsky and Marx: Towards a Marxist Psychology
It is, perhaps, because of Vygotsky’s untimely death, which prematurely cut short and left unfinished an otherwise vibrant theory in-the-making. Or perhaps it is due to the challenges historians an
Towards a more symmetrical approach to the zone of proximal development in teacher education
This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes "the more comp…
Situational Awareness as an Instructable and Instructed Matter in Multi-Media Supported Debriefing: A Case Study from Aviation
The Matter of Space: Bodily Performances and the Emergence of Boundary Objects During Multidisciplinary Design Meetings
Prior research has identified the importance of embodied action in establishing representational infrastructure during disruptions in interdisciplinary work. This study expands on such research by examining meetings of interdisciplinary museum design teams—including educators, designers, researchers, and museum professionals. In these meetings, the museum space (exhibition room) emerges as a boundary object as it is presented through diverse mate…
Perezhivanie —A Monist Concept for a Monist Theory
The articles in this special issue constitute a much-needed effort to establish common ground concerning the ways in which researchers and practitioners in psychology and associated fields may want
Perezhivanie in the Light of the Later Vygotsky’s Spinozist Turn
Perezhivanie is a category that takes on special significance in the light of the Spinozist turn that Vygotsky was beginning to take toward the end of his life, but the development of which was interrupted by his untimely death. In this study, we use several empirical classroom episodes to exhibit how, with perezhivanie, psychological research necessarily moves from an empiricist stage to an inquiry into “peak psychology,” one that is oriented to…
Towards a more symmetrical approach to the zone of proximal development in teacher education
This article focuses on relations between a new teacher and a teacher educator. It draws on the zone of proximal development (ZPD) studies, and the data is analyzed through conversation analysis. Ordinarily, the ZPD is used to theorize the learning that occurs in such a relation in asymmetrical terms. Our case study shows, however, that learning occurs for both participants in the relation, and that the very question of who becomes "the more comp…
Growing Forward: Imagining the Year Ahead
We begin the new year building from the past, reflecting on a shared present, and imagining possible futures. As we do so, we want to acknowledge changes as they occur, thanking colleagues for thei
Emotion and Affect Across Varied Contexts and Genres
From Object-Oriented to Fluid Ontology: A Case Study of the Materiality of Design Work in Agile Software Development
Identity, Knowledge, Power, and Educational Reform
This, the second issue of 2018, presents five original articles, followed by three book reviews. Although all of these are independent works, two main threads appear pervasive across several of the
Introduction to symposium on Vygotsky and Spinoza
Development: The Dialectics of Transgression and Social Transformation
This issue comprises five articles and two book reviews. One theme in the articles is social change and transformation in or through activity, which seems to be grounded in conceptions of dialectic
Vygotsky and Marx: Towards a Marxist Psychology
It is, perhaps, because of Vygotsky’s untimely death, which prematurely cut short and left unfinished an otherwise vibrant theory in-the-making. Or perhaps it is due to the challenges historians an
Acknowledging changes and the challenges ahead
We live in challenging times. Ongoing problems of social and ecological injustice – exacerbated by the climate crisis, unabashed neoliberalist greed, and the rise of racism and nationalisms across
Scholarly work and/as passion
With regret, we open this issue of Mind, Culture, and Activity acknowledging the loss of Fernando Gonzalez Rey, a deeply human scholar whose work has been central to past and recent developments in
Prolepsis and boundary crossings in the development of Mind, Culture, and Activity
As the editorial team of Mind, Culture, and Activity (MCA), we write with a sense of urgency in regenerating our commitment to our collective history while strengthening our efforts to welcome new
Theorizing with/out “Mediators
LCHC’s expanding bio-geographies: A glimpse to the future(s) through the case of the Re-generating CHAT project
In this article, we explore the Laboratory of Comparative Human Cognition (LCHC) as a living, distributed bio-geography—that is, as the diversity of ways in which the lab exists today in and through research-practice work and experiences across multiple locations and generations of scholars. Taking a genetic perspective, we ground our discussion in two moments in the history of LCHC, embodied in two international meetings that took place in San D…
Humanity’s leading activity: Survival, of the humanity of our species
In the midst of ongoing and unprecedented global crises, including the COVID-19 pandemic crisis, we open the present issue with an editorial call to scholars worldwide about learning in and from th
Long-term and current concerns in CHAT scholarship, and a dedication to Gordon Wells
In support of social movements that fight for freedom and liberation, and against racial and ecological injustices, we take the opportunity to reaffirm our commitment to scholarship that cares abou
Closing a challenging year, strengthening relevant scholarship in cultural studies of mind and activity
We end a year marked by a global pandemic that has taken the lives of more than a million people globally, and has exacerbated and made more visible social and economic inequities that disproportio
Genetic analyses in sociocultural research across disciplines and practices
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy
Unit of analysis is a methodological staple in the constitution of any learning theory, determining how different frameworks lead to different kinds of empirical observation. In this regard, emerging ecological—sociocultural and situative—approaches have been distinguished from more classical frameworks in that their units of analysis are said to expand beyond the individual to include their social contexts or environments. However, elaborations …
The unit of analysis in learning research: Approaches for imagining a transformative agenda
Special Issue: “Advancing Funds of Identity Theory”
This special issue on Funds of Identity, guest edited by Moises Esteban-Guitart, is comprised of six research papers and Esteban-Guitart’s response, with collective support from Julian Williams and
Scholarship and research in crisis contexts
Sociology (26 works) · Psychology (20 works) · Epistemology (18 works) · Philosophy (17 works) · Political science (13 works) · Computer Science (11 works) · Law (10 works) · Engineering (9 works) · Innovative Education and Learning Practices (7 works) · Engineering ethics (6 works)