A cultural historical activity theory analysis of a primary school’s in-house resource base

Weir, Francesca Mary (2021). A cultural historical activity theory analysis of a primary school’s in-house resource base. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

The number of children with SEND in England has increased for the fourth consecutive year (DfE, 2021). There is a shortfall of provision and local authorities are under pressure to accommodate the complex needs of these young people (Nott, 2020). To meet their obligations, many local authorities are encouraging schools to develop their own in-house resource provision. However, to date there is little research exploring the effectiveness of these provisions or how they should optimally be configured.
The current research explores stakeholders' perceptions concerning work practices in a resource base situated in a particular mainstream, local authority maintained primary school. The primary objective of the research was to stimulate organisational development and change within the focus school, whilst also abstracting from this particular case, implications for developments to existing resource bases situated within similar primary schools and/or establishment of resource bases to accommodate SEND in broadly similar mainstream primary schools in which currently, no resource base is sited.
A two-phase action research approach is adopted, using Engeström’s (1987) second generation cultural-historical activity theory (CHAT) to analyse, chart and present historical tensions and contradictions, which in turn, contributed towards collaborative problem-solving by stakeholders in the school, to develop and implement new models of working. Engeström’s iteration of CHAT and the expansive learning cycle (1999) were harnessed as the conceptual and methodological framework for the study, situating the resource base in the context of the wider historical, social, cultural, and organisational systems within which it exists. The findings illustrated that whilst there was a strong positive ethos within the focus school promoting inclusive education, significant constraining factors were undermining its success. Actions moving forward sought to redevelop working practices both within the in-house resource base and the wider school community to promote collaborative working, increase communication and develop a shared understanding of how to enhance the best possible outcomes for children with SEND.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):