A mapping review of Vygotskian formative interventions
DOI:
https://doi.org/10.7346/-fei-XXIII-01-25_22Keywords:
Vygotsky, VOSviewer, Mapping review, Cultural-Historical Activity Theory (CHAT), Change Laboratory, Formative interventionsAbstract
This contribution presents a mapping review of Change Laboratory and formative interventions within the framework of Historical-Cultural Activity Theory (CHAT) originated by Vygotsky. The aim is to compare the field applications of these participatory methodologies for social change by analysing both the research groups publishing on these topics and the key concepts used in the publications. Using VOSviewer, the contribution analyses co-authorship links and lexical co-occurrences in 287 publications from 1996 to 2022. The results highlight two main research centres, one in Finland led by Engeström and Sannino and the other by Querol and Vilela in Brazil. The subsequent cluster analysis identifies four groupings of terms that recur together, suggesting a historical specialisation of clusters with respect to the four generations of CHAT studies. Within the third generation, one cluster relates Change Laboratory with expansive learning, while another associates formative interventions with transformative agency and doble stimulation. The conclusions provide methodological recommendations and identify research directions for fourth-generation interventions oriented towards equity and social justice.
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