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Reforming Learning pp 23–40Cite as

Exploring the Linkage Between Reforms and Learning in the Asia-Pacific Region: An Activity Theory Perspective

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Abstract

This chapter offers a theoretical discussion of the relationship between educational reforms and learning in the Asia-Pacific region. Several reasons are discussed explaining why it is difficult to ascertain the linkage between educational reforms and learning. A consistent theoretical framework is needed to guide the discussion. The chapter argues that Activity Theory is a potential candidate. We discuss how educational reforms are understood from this specific perspective. Two conceptual linkages between educational reforms and learning are discussed. The chapter ends with a discussion of four critical lenses integral to an activity theory perspective that help exploring the linkage between reform and learning.

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Authors
  1. Chi-Hung Ng
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Editors and Affiliations

  1. School of Education and Professional Studies (Brisbane, Logan), Griffith University, Mt. Gravatt, Queensland, Australia

    Chi-hung Ng

  2. School of Education, University of Queensland, Brisbane, Australia

    Peter D. Renshaw

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© 2009 Springer Science + Business Media B.V.

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Ng, CH. (2009). Exploring the Linkage Between Reforms and Learning in the Asia-Pacific Region: An Activity Theory Perspective. In: Ng, Ch., Renshaw, P.D. (eds) Reforming Learning. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-3024-6_2

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