Cultural-historical activity theory: A conceptual analysis of curriculum and instruction

A thesis presented on the need to reconsider current educational orthodoxy in light of the potential utility of CHAT to provide a more logically coherent, potentially superior framework for the conceptualization of curriculum and instruction. The Vygotskian foundation of the CHAT framework is examined, and its potential benefits to current educational practice are clarified with suggestions for implementation in the middle-school classroom. It is argued that implementation of CHAT educational practice should result in enhancements to curriculum and instruction, and will produce significant benefits for students' intellectual development as well as a superior ability to engage in theoretical thinking. The thesis also contends that the CHAT framework is a useful tool for the assessment and improvement of classroom activities to ensure that the activities selected by the teacher result in legitimate learning activities for the students.