Skip to main content Accessibility help
Hostname: page-component-848d4c4894-8kt4b Total loading time: 0 Render date: 2024-06-18T08:26:31.475Z Has data issue: false hasContentIssue false

Chapter 12 - Transformative Agency by Double Stimulation in an Ecological Agroforestry Association from Brazil

Reflections from a Change Laboratory Intervention

Published online by Cambridge University Press:  23 November 2023

Nick Hopwood
University of Technology, Sydney
Annalisa Sannino
Tampere University, Finland
Get access


This chapter expands discussion of how to promote transformative agency by double stimulation during a Change Laboratory intervention. The intervention was conducted in an agroecological association, geared toward environmental preservation and social inclusion by strengthening family farming and developing agroforestry systems. The chapter analyzes how motives, movement, and mediation interact in the formation of transformative agency. The results show that through double stimulation, participants transformed the way they understood the origin of their problems. The intervention created a space for reflection in which, with the support of auxiliary instruments, the participants were able to produce a transformative movement, analyzing and understanding the structure of their activity, identifying conflicts of motives, and building a new orientation for the future of the activity. This intervention led to a novel concept of the coordination of the association based on the principle of shared responsibilities, as well as to the construction of a proposal to develop the organization.

Agency and Transformation
Motives, Mediation, and Motion
, pp. 289 - 310
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)


Diegues, A. C. S. A. (2001). O mito moderno da natureza intocada (4th ed.). Hucitec.Google Scholar
Engeström, Y. (2015). Learning by expanding. Cambridge University Press.Google Scholar
Engeström, Y. (2020). Ascending from the abstract to the concrete as a principle of expansive learning. Psychological Science and Education, 25(5), 3143. Scholar
Engeström, Y. & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts. Journal of Organizational Change Management, 24(3). Scholar
Engeström, Y. & Sannino, A. (2021). From mediated actions to heterogenous coalitions: Four generations of activity-theoretical studies of work and learning. Mind, Culture, and Activity, 28 (1), 423. Scholar
Engeström, Y., Sannino, A., & Virkkunen, J. (2014). On the methodological demands of formative interventions. Mind, Culture, and Activity, 21(2), 118128. Scholar
Engeström, Y., Nuttall, J., & Hopwood, N. (2022). Transformative agency by double stimulation: Advances in theory and methodology. Pedagogy, Culture & Society, 30(1), 17. Scholar
Francisco Junior, O. A. (2018). Laboratório de mudanças e desenvolvimento: estudo sobre uma intervenção na Associação Morretes Agroflorestal Ecológica – AMAE. Master’s dissertation, Universidade Federal do Paraná – UFPR. Scholar
Götsch, E. (1995). Homem e natureza: cultura na agricultura. Centro de Desenvolvimento Agroecológico.Google Scholar
Götsch, E. (1996). O Renascer da agricultura. Assessoria e Serviços a Projetos em Agricultura Alternativa – AS-PTA.Google Scholar
Neto, N. E. C., Messerschmidt, N. M., Steenbock, W., & Monnerat, P. F. (2016). Agroflorestando o mundo de facão a trator. Petrobras Ambiental. Cooperafloresta. Scholar
Numer, T. (2020). Estratégias de Desenvolvimento Territorial: Convergência Entre Agroindústrias Rurais Familiares e a Feira Semanal do Município de Morretes, Litoral do Paraná. Master’s dissertation, Universidade Federal do Paraná – UFPR. Scholar
Pierri, N., Angulo, R. J., de Souza, M. C., & Kim, M. K. (2006). A ocupação e o uso do solo no litoral paranaense: condicionantes, conflitos e tendências. Desenvolvimento e Meio Ambiente, 13. Scholar
Querol, M. A. P. (2011). Learning challenges in biogas production for sustainability: An activity theoretical study of a network from a swine industry chain. Doctoral dissertation, University of Helsinki. Scholar
Querol, M. P., Seppänen, L., & Jackson, J. M. (2015). Understanding the motivational perspectives of sustainability: A case of biogas production. Production, 25, 266277. Scholar
Salmon, L., Kaminski, T., Lesama, M., Seoane, C., & Silva, J. (2013). A formação de um coletivo de trabalho agroflorestal: o caso do grupo Gralha Azul. Morretes–PR. Cadernos de Agroecologia, Recife, 8(2). Scholar
Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, Culture and Social Interaction, 6, 115. Scholar
Sannino, A. (2020). Enacting the utopia of eradicating homelessness: Toward a new generation of activity-theoretical studies of learning. Studies in Continuing Education, 42(2), 163179. Scholar
Sannino, A. (2022). Transformative agency as warping: How collectives accomplish change amid uncertainty. Pedagogy, Culture & Society, 30(1), 933. Scholar
Sannino, A., & Engeström, Y. (2017). Co-generation of societally impactful knowledge in Change Laboratories. Management Learning, 48(1), 8096. Scholar
Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599633. Scholar
Sannino, A. E., Daniels, H. E., & Gutiérrez, K. D. (2009). Learning and expanding with activity theory. Cambridge University Press.CrossRefGoogle Scholar
Santos, J. C. dos (2016). Compreender os mutirões agroflorestais: desenvolvimento dos indivíduos, dos coletivos e das organizações. Master’s dissertation, Universidade Federal do Paraná – UFPR. Scholar
Steenbock, W. & Vezzani, F. M. (2013). Agrofloresta: aprendendo a produzir com a natureza. Fabiane Machado Vezzani. Scholar
Steenbock, W., Costa e Silva, L. D., Ozelame da Silva, R., Rodrigues, A. S., Perez-Cassarino, J., & Fonini, R. (2013). Agrofloresta, ecologia e sociedade. Kairós.Google Scholar
Tolman, C. (1981). The metaphysic of relations in Klaus Riegel’s “dialectics” of human development. Human Development, 24(1), 3351. Scholar
Vänninen, I., Pereira-Querol, M., & Engeström, Y. (2015). Generating transformative agency among horticultural producers: An activity-theoretical approach to transforming Integrated Pest Management. Agricultural Systems, 139, 3849. Scholar
Vänninen, I., Querol, M. P., & Engeström, Y. (2021). Double stimulation for collaborative transformation of agricultural systems: The role of models for building agency. Learning, Culture and Social Interaction, 30, 100541. Scholar
Virkkunen, J. & Newnham, D. S. (2015). O laboratório de mudança: uma ferramenta de desenvolvimento colaborativo para o trabalho e a educação. Fabrefactum, 424.Google Scholar
Vygotsky, L. S. (1997). The collected works of LS Vygotsky: The history of the development of higher mental functions (vol. 4). Springer Science & Business Media.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the or variations. ‘’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats