Transitioning to Open Classrooms: Analysing Discursive Manifestations of Contradictions Prior to a Change Laboratory in a Kindergarten

This study addresses the challenge of promoting sustainable organizational change in educational settings by focusing on the early identification of systemic contradictions within a kindergarten prior to a Change Laboratory intervention. Grounded in cultural historical activity theory, the research aims to develop and test an interview-based approach for surfacing discursive manifestations of contradictions among diverse staff members. Semi-structured interviews were conducted with teachers, special teachers, janitors, and cooks and analyzed using the framework of Engeström and Sannino to identify and categorize the types of contradictions present. Results reveal a range of discursive manifestations, particularly dilemmas (5), conflicts (56), and critical conflicts (18), especially among teachers and special teachers, highlighting two secondary contradictions between different elements of the activity system. The first contradiction relates to the instruments and the object, while the other is between the rules and the object. By reconstructing these contradictions and representing them graphically, the study provides a foundation for the Change Laboratory, enabling participants to engage more effectively with the most pressing issues. The findings suggest that this preparatory analysis not only supports the facilitation of collective problem-solving but also enhances the sustainability of organizational change by addressing root causes and fostering shared ownership among staff.