'Activity is to be understood as the contextualising basis of social practice. Thus, firstly, any particular activity must specialise practices. This is achieved as a particular articulation of a notional Global Semantic Universe. An activity thus regulates what can be said or done or meant. Secondly, an activity establishes one or more positions which can be occupied by human individuals; these are specialised positions. These are not construed as ‘roles’ in G.H. Mead’s sense […] or as either ‘roles’ or ‘social positions’ in Giddens’ use of these terms […]. Positions are understood, here, to be constitutive of human subjectivity rather than syndromes of expected behaviours, whether or not associated with a determinate physical locale. Concrete human subjectivities are to be interpreted as articulations of multiple positions. The relationship between the practices and positions associated with a particular activity is as follows: practices are distributed within the array (potentially hierarchical) of positions. That is, an activity regulates who can say or do or mean what. For example, school mathematics constructs a hierarchy of positions, such as teacher and students of different ages and abilities. This is achieved via the distribution of school mathematics practices (mathematical and pedagogic knowledge) within the hierarchy.

The practices and positions of an activity are also realised in texts.'

(Dowling, 1998; p. 131; emboldened emphasis added)

Activity is (re)produced in/be the level of strategy.