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

Bibliographic Data

ID19003733
AuthorsK Marshall (0000-0001-9330-8407, University of British Columbia, corresponding author), 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)
Year2021
Volume21
Issue4
Pages309-323
Publication date2021-08-05
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueIdentity (JOURNAL)
Journal identifiersISSN: 1528-3488 • E-ISSN: 1532-706X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15283488.2021.1960166
OpenAlexW3190219214
LanguageEN
Citations received5
References cited25

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