Findings

**Activity Theory in Practice: The Aboriginal Education Project** In accordance with Activity Theory, pioneered by Alexei Leont'ev and Sergei Rubinstein, the model, as outlined below has been applied to the project's activity structure.

//**Community **//: On-reserve Aboriginal communities in Canada, Canadian government officials, special interest groups involved with Aboriginal affairs //**Subject **//: Individual members of this group (Geoffrey, Maciek, Monika, Murtaza) //**Object **//: To propose a reform Aboriginal Education in a systematic manner, so as to improve the quality of education within these communities //**Instruments **//: Research from various sources, including videos, news sources, academic works, etc. //**Rules **//: There are legal, bureaucratic and political constraints surrounding the problem and solution. In order to implement many of the proposed solutions, they must undergo the legislative process used in Canada. Political factors, such as personal interests, and policy prioritization play a large part in shaping how the legislative process surrounding this issue will look. The precedent surrounding this is bleak, as Aboriginal issues have often been pushed aside on the legislative agenda. In addition, some Aboriginal communities, or some members within might not agree with how the problem is framed, or the proposed measures. //**Divison of Labour **//:The subjects of this activity engaged in all its sub-components in a comprehensive manner. All activities were discussed, followed by a communal engagement in each step. For example, all members researched the problem and integrated the findings. The intended //**outcome**// from the activity is to create a systemic solution that addressed the root causes of the Aboriginal education issue. The systemic solution should address issues such as quality of education, curriculum content and delivery, training of teachers and administrators, outlined and shared autonomy among stakeholders, establishment of a communication and enforcing institution, and standardization of these aspects.