Studies of expansive learning: Foundations, findings and future challenges

Educational Research Review

Volumn 5, Issue 1, 2010, Pages 1-24

  Engeström, Yrjö ^a   Sannino, Annalisa ^a  

^a UNIVERSITY OF HELSINKI   (Finland)

Author keywords

Activity theory; Contradiction; Expansive learning; Object; Zone of proximal development

Indexed keywords

EID: 76649126199     PISSN: 1747938X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.edurev.2009.12.002     Document Type: Article

References (145)

1. Ahonen H., and Virkkunen J. Shared challenge for learning: Dialogue between management and front-line workers in knowledge management. International Journal of Information Technology and Management 2 1-2 (2003) 59-84
2. Ahonen H. Oppimisen kohteen ja oppijan vastavuoroinen kehitys: Teleyrityksen asiakaspalvelun työyhteisöjen oppimiskäytäntöjen uudistaminen osana teknologis-taloudellista kumousta (Reciprocal development of the object and subject of learning: The renewal of the learning practices of front-line communities in a telecommunications company as part of the techno-economical paradigm change) (2008), University of Helsinki, Department of Education, Helsinki (in Finnish)
3. Avis J. Engeström's version of activity theory: A conservative praxis?. Journal of Education and Work 20 3 (2007) 161-177
4. Bakhtin M.M. The dialogic imagination: Four essays by M.M. Bakhtin (1982), University of Texas Press, Austin
5. Bakhurst D. Consciousness and revolution in Soviet philosophy: From the Bolsheviks to Evald Ilyenkov (1991), Cambridge University Press, Cambridge
6. Barowy W., and Jouper C. The complex of school change: Personal and systemic co-development. Mind, Culture, and Activity 11 1 (2004) 9-24
7. Bateson G. Steps to an ecology of mind (1972), Ballantine Books, New York
8. Benkler Y. The wealth of networks: How social production transforms markets and freedom (2006), Yale University Press, New Haven
9. Bereiter C. Education and mind in the knowledge age (2002), Lawrence Erlbaum, Hillsdale
10. Bodrozic Z. Post-industrial intervention: An activity-theoretical expedition tracing the proximal development of forms of conducting interventions (2008), University of Helsinki, Department of Education, Helsinki
11. Cole M., and Engeström Y. Cultural-historical approaches to designing for development. In: Valsiner J., and Rosa A. (Eds). The Cambrdige handbook of sociocultural psychology (2007), Cambridge University Press, Cambridge
12. Cooper M. Life as surplus: Biotechnology and capitalism in the neoliberal era (2008), University of Washington Press, Seattle
13. Cussins A. Content, embodiment and objectivity: The theory of cognitive trails. Mind 101 (1992) 651-688
14. Cussins A. Nonconceptual content and the elimination of misconceived composites!. Mind & Language 8 (1993) 234-252
15. Daniels H. Cultural historical activity theory and professional learning. International Journal of Disability, Development and Education 51 2 (2004) 185-200
16. In: Daniels H., Edwards A., Engeström Y., Gallagher T., and Ludvigsen S. (Eds). Activity theory in practice: Promoting learning across boundaries and agencies (2009), Routledge, London
17. Davydov V.V. Problems of developmental teaching: The experience of theoretical and experimental psychological research. Excerpts (Part II). Soviet Education 30 9 (1988) 3-83
18. Davydov V.V. Types of generalization in instruction: Logical and psychological problems in the structuring of school curricula (1990), National Council of Teachers of Mathematics, Reston, VA
19. Edwards A. Let's get beyond community and practice: The many meanings of learning by participating. The Curriculum Journal 16 1 (2005) 49-65
20. Edwards A. From the systemic to the relational: Relational agency and activity theory. In: Sannino A., Daniels H., and Gutiérrez K. (Eds). Learning and expanding with activity theory (2009), Cambridge University Press, Cambridge
21. Engeström Y. Learning by expanding: An activity-theoretical approach to developmental research (1987), Orienta-Konsultit, Helsinki
22. Engeström Y. Learning, working and imagining: Twelve studies in activity theory (1990), Orienta-Konsultit, Helsinki
23. Engeström Y. Non scolae sed vitae discimus: Toward overcoming the encapsulation of school learning. Learning and Instruction 1 (1991) 243-259
24. Engeström Y. Development as breaking away and opening up: A challenge to Vygotsky and Piaget. Swiss Journal of Psychology 55 (1996) 126-132
25. Engeström Y. Reorganizing the motivational sphere of classroom culture: An activity-theoretical analysis of planning in a teacher team. In: Seeger F., Voigt J., and Waschescio U. (Eds). The culture of the mathematics classroom (1998), Cambridge University Press, Cambridge
26. Engeström Y. Expansive visibilization of work: An activity-theoretical perspective. Computer Supported Cooperative Work 8 (1999) 63-93
27. Engeström Y. Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In: Engeström Y., Miettinen R., and Punamäki R.-L. (Eds). Perspectives on activity theory (1999), Cambridge University Press, Cambridge
28. Engeström Y. From individual action to collective activity and back: Developmental work research as an interventionist methodology. In: Luff P., Hindmarsh J., and Heath C. (Eds). Workplace studies (2000), Cambridge University Press, Cambridge
29. Engeström Y. Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14 1 (2001) 133-156
30. Engeström Y. Making expansive decisions: An activity-theoretical study of practitioners building collaborative medical care for children. In: Allwood C.M., and Selart M. (Eds). Decision making: Social and creative dimensions (2001), Kluwer, Dordrecht
31. Engeström Y. The horizontal dimension of expansive learning: Weaving a texture of cognitive trails in the terrain of health care in Helsinki. In: Achtenhagen F., and John E.G. (Eds). Milestones of vocational and occupational education and Training. Volume 1: The teaching-learning perspective (2003), Bertelsmann, Bielefeld
32. Engeström Y. Managing as argumentative history-making. In: Boland Jr. R.J., and Collopy F. (Eds). Managing as designing (2004), Stanford Business Books, Stanford
33. Engeström Y. New forms of learning in co-configuration work. Journal of Workplace Learning 16 (2004) 11-21
34. Engeström Y. Developmental work research: Expanding activity theory in practice (2005), Lehmanns Media, Berlin
35. Engeström Y. Enriching the theory of expansive learning: Lessons from journeys toward coconfiguration. Mind, Culture, and Activity 14 1-2 (2007) 23-39
36. Engeström Y. From stabilization knowledge to possibility knowledge in organizational learning. Management Learning 38 (2007) 271-275
37. Engeström Y. Putting Vygotsky to work: The change laboratory as an application of double stimulation. In: Daniels H., Cole M., and Wertsch J.V. (Eds). The Cambridge companion to Vygotsky (2007), Cambridge University Press, Cambridge
38. Engeström Y. From teams to knots: Activity-theoretical studies of collaboration and learning at work (2008), Cambridge University Press, Cambridge
39. Engeström Y. Wildfire activities: New patterns of mobility and learning. International Journal of Mobile and Blended Learning 1 2 (2009) 1-18
40. Engeström, Y. (forthcoming). From design experiments to formative interventions. Theory and Psychology, 20.
41. Engeström Y., and Engeström R. Developmental work research: The approach and an application in cleaning work. Nordisk Pedagogik 6 1 (1986) 2-15
42. Engeström Y., Engeström R., and Kärkkäinen M. Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and Instruction 5 (1995) 319-336
43. Engeström Y., Engeström R., and Kerosuo H. The discursive construction of collaborative care. Applied Linguistics 24 (2003) 286-315
44. Engeström Y., Engeström R., and Suntio A. Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In: Wells G., and Claxton G. (Eds). Learning for life in the 21st century: Sociocultural perspectives on the future of education (2002), Blackwell, Oxford
45. Engeström Y., Engeström R., and Vähäaho T. When the center does not hold: The importance of knotworking. In: Chaiklin S., Hedegaard M., and Jensen U.J. (Eds). Activity theory and social practice: Cultural-historical approaches (1999), Aarhus University Press, Aarhus
46. Engeström Y., and Kerosuo H. From workplace learning to inter-organizational learning and back: The contribution of activity theory. Journal of Workplace Learning 19 (2007) 336-342
47. Engeström Y., Kerosuo H., and Kajamaa A. Beyond discontinuity: Expansive organizational learning remembered. Management Learning 38 3 (2007) 319-336
48. In: Engeström Y., Lompscher J., and Rückriem G. (Eds). Putting activity theory to work: Contributions from developmental work research (2005), Lehmanns Media, Berlin
49. Engeström Y., Pasanen A., Toiviainen H., and Haavisto V. Expansive learning as collaborative concept formation at work. In: Yamazumi K., Engeström Y., and Daniels H. (Eds). New learning challenges: Going beyond the industrial age system of school and work (2005), Kansai University Press, Kansai
50. Engeström Y., Puonti A., and Seppänen L. Spatial and temporal expansion of the object as a challenge for reorganizing work. In: Nicolini D., Gherardi S., and Yanow D. (Eds). Knowing in organizations: A practice-based approach (2003), Sharpe, Armonk
51. Engeström Y., Virkkunen J., Helle M., Pihlaja J., and Poikela R. The change laboratory as a tool for transforming work. Lifelong Learning in Europe 1 2 (1996) 10-17
52. Falmagne R.J. The abstract and the concrete. In: Martin L.M.W., Nelson K., and Tobach E. (Eds). Sociocultural psychology: Theory and practice of doing and knowing (1995), Cambridge University Press, Cambridge
53. Felstead A., Fuller A., Unwin L., Ashton D., Butler P., and Lee T. Surveying the scene: Learning metaphors, survey design and the workplace context. Journal of Education and Work 18 4 (2005) 359-383
54. Fenwick T. Organisational learning in the 'knots': Discursive capacities emerging in a school-university collaboration. Journal of Educational Administration 45 2 (2006) 138-153
55. Fenwick T. Toward enriched conceptions of work learning: Participation, expansion, and translation among individuals with/in activity. Human Resource Development Review 5 3 (2006) 285-302
56. Fenwick T.J. Learning in portfolio work: Anchored innovation and mobile identity. Studies in Continuing Education 26 2 (2004) 229-245
57. FitzSimons G.E. Using Engeström's expansive learning framework to analyse a case study in adult mathematics education. Literacy & Numeracy Studies 12 2 (2003) 47-63
58. Foot K. Cultural-historical activity theory as practical theory: Illuminating the development of a conflict monitoring network. Communication Theory 11 1 (2001) 56-83
59. Gutiérrez K. Developing a sociocritical literacy in the third space. Reading Research Quarterly 43 2 (2008) 148-164
60. Gutiérrez K., and Larson J. Discussing expanded spaces for learning. Language Arts 85 1 (2007) 69-77
61. Gutiérrez K., and Vossoughi S. Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education 61 1-2 (2010) 100-117
62. Haavisto V. Court work in transition: An activity-theoretical study of changing work practices in a Finnish district court (2002), University of Helsinki, Department of Education, Helsinki
63. Haigh J. Expansive learning in the university setting: The case for simulated clinical experience. Nurse Education in Practice 7 (2007) 95-102
64. Hall R., and Greeno J.G. Conceptual learning. In: Good T. (Ed). 21st Century education: A reference handbook (2008), Sage, London 212-221
65. Hasu M. Blind men and the elephant: Implementation of a new artifact as an expansive possibility. Outlines 2 (2000) 5-41
66. Hasu M., and Engeström Y. Measurement in action: An activity-theoretical perspective on producer-user interaction. International Journal of Human-Computer Studies 53 (2000) 61-89
67. Hill R., Capper P., Wilson K., Whatman R., and Wong K. Workplace learning in the New Zealand apple industry network: A new co-design method for government 'practice making'. Journal of Workplace Learning 19 6 (2007) 359-376
68. Holzkamp K. Lernen: Subjektwissenschaftliche Grundlegung (Learning: A subject-scientific foundation) (1993), Campus, Frankfurt am Main (in German)
69. Hubbard L., Mehan H., and Stein M.K. Reform as learning: School reform, organizational culture, and community politics in San Diego (2006), Routledge, New York
70. Hyrkkänen U. Käsityksistä ajatuksen poluille: Ammatikorkeakoulun tutkimus-ja kehitystoiminnan konseptin kehittäminen (From conceptions to cognitive trails: Developing the concept of research and development activity for the university of applied sciences) (2007), University of Helsinki, Department of Education, Helsinki (in Finnish)
71. Hyysalo S. Uses of innovation: Wristcare in the practices of engineers and elderly (2004), University of Helsinki, Department of Education, Helsinki
72. Il'enkov E.V. Dialectical logic: Essays in its history and theory (1977), Progress, Moscow
73. Il'enkov E.V. The dialectics of the abstract and the concrete in Marx's 'Capital' (1982), Progress, Moscow
74. Kärkkäinen M. Teams as breakers of traditional work practices: A longitudinal study of planning and implementing curriculum units in elementary school teacher teams (1999), University of Helsinki, Department of Education, Helsinki
75. Kazlauskas, A. & Crawford, K. (2007). Learning what is not yet there: Knowledge mobilization in a communal activity. In I. Verenikina, P. Kell & G. Vogl (Eds), Learning and socio-cultural theory: Exploring modern Vygotskian perspectives. Workshop proceedings. Wollongong: University of Wollongong. ISBN 978-1-74128-138-5. E-version: http://ro.uow.edu.au/llrg.
76. Kerosuo H. Boundaries in action: An activity-theoretical study of development, learning and change in health care for patients with multiple and chronic illnesses (2006), University of Helsinki, Department of Education, Helsinki
77. Kerosuo H., and Engeström Y. Boundary crossing and learning in creation of new work practice. Journal of Workplace Learning 15 (2003) 345-351
78. Kivi A. Seven brothers (1929), Coward-McCann, New York
79. Klein N. The shock doctrine: The rise of disaster capitalism (2007), Allen Lane, London
80. Koistinen K. Kaveriporukasta liiketoiminnaksi: Tuotannon häiriöt ja organisaation oppiminen nopeasti muuttuvassa yrityksessä (From a group of friends to a business enterprise: Disturbances of production and learning in a rapidly changing company) (2007), University of Helsinki, Department of Education, Helsinki in Finnish
81. Konkola R., Tuomi-Gröhn T., Lambert P., and Ludvigsen S. Promoting learning and transfer between school and workplace. Journal of Education and Work 20 3 (2007) 211-228
82. Lambert P. Rajaviiva katoaa: Innovatiivista oppimista ammatillisen opettajankoulutuksen, oppilaitosten ja työelämän organisaatioiden yhteistyönä (Boundaries fade away: Innovative learning through collaboration between vocational teacher education, training institutes, and work organizations) (1999), Helsingin ammattikorkeakoulu, Helsinki (in Finnish)
83. Langemeyer I. Contradictions in expansive learning: Towards a critical analysis of self-dependent forms of learning in relation to contemporary socio-technological change. Forum Qualitative Sozialforschung 7 1 (2006). http://www.qualitative-research.net/fqs/ Article 12 (http://www.qualitative-research.net/fqs/)
84. Lave J., and Wenger E. Situated learning: Legitimate peripheral participation (1991), Cambridge University Press, Cambridge
85. Leont'ev A.N. Activity, consciousness, and personality (1978), Prentice-Hall, Englewood Cliffs
86. Leont'ev A.N. Problems of the development of the mind (1981), Progress, Moscow
87. Lewin K. Frontiers in group dynamics: Concept, method and reality in social science; social equilibria and social change. Human Relations 1 1 (1947) 5-41
88. Lompscher J. Lernkultur und Kompetenzentwicklung aus kulturhistoricher Sicht: Lernen Erwachsener im Arbeitsprozess (Learning culture and competence development in a cultural-historical perspective: Adult learning in the process of work) (2004), Lehmanns Media, Berlin (in German)
89. Makino Y. The third generation of e-learning: Expansive learning mediated by a weblog. International Journal of Web Based Communities 3 1 (2007) 16-31
90. Mäkitalo J. Work-related well-being in the transformation of nursing home work (2005), Oulu University Press, Oulu
91. Martin D. A new paradigm to inform inter-professional learning for integrating speech and language provision into secondary schools: A socio-cultural activity theory approach. Child Language Teaching and Therapy 24 2 (2008) 173-192
92. Marton F. Sameness and difference in transfer. Journal of the Learning Sciences 15 4 (2006) 499-535
93. Marton F., and Trigwell K. Variatio est mater studiorum. Higher Education Research & Development 19 3 (2000) 381-395
94. Midgley G. Systemic intervention: Philosophy, methodology, and practice (2000), Kluwer, New York
95. Nilsson M. Transformation through integration: An activity theoretical analysis of school development as integration of child care institutions and elementary school (2003), Blekinge Institute of Technology, Karlskrona
96. Nonaka I., and Takeuchi H. The knowledge-creating company: How Japanese companies create the dynamics of innovation (1995), Oxford University Press, New York
97. Nummijoki J., and Engeström Y. Towards co-configuration in home care of the elderly: Cultivating agency by designing and implementing the mobility agreement. In: Daniels H., Edwards A., Engeström Y., Gallagher T., and Ludvigsen S. (Eds). Activity theory in practice: Promoting learning across boundaries and agencies (2009), Routledge, London
98. In: van Oers B., Wardekker W., Elbers E., and van der Veer R. (Eds). The transformation of learning: Advances in cultural-historical activity theory (2008), Cambridge University Press, Cambridge
99. Paavola S., Lipponen L., and Hakkarainen K. Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research 74 (2004) 557-576
100. Pereira-Querol M., and Seppänen L. Learning as changes in activity systems: The emergence of on-farm biogas production for carbon credits. Outlook on Agriculture 38 2 (2009) 147-155
101. Perez C. Technological revolutions and financial capital: The dynamics of bubbles and golden ages (2002), Edward Elgar, Cheltenham
102. In: Petryna A., Lakoff A., and Kleinman A. (Eds). Global pharmaceuticals: Ethics, markets, practices (2006), Duke University Press, Durham
103. Pihlaja J. Learning in and for production: An activity-theoretical study of the historical development of distributed systems of generalizing (2005), University of Helsinki, Department of Education, Helsinki
104. Polanyi M. Personal knowledge. Towards a post critical philosophy (1958), Routledge, London
105. Popper K. Objective knowledge: An evolutionary approach (1972), Oxford University Press, Oxford
106. Puonti A. Learning to work together: Collaboration between authorities in economic-crime investigation (2004), National Bureau of Investigation, Vantaa
107. Rasmussen I., and Ludvigsen S. The hedgehog and the fox: A discussion of the approaches to the analysis of ICT reforms in teacher education of Larry Cuban and Yrjö Engeström. Mind. Culture, and Activity 16 1 (2009) 83-104
108. Rose N. The politics of life itself: Biomedicine, power, and subjectivity in the twenty-first century (2007), Princeton University Press, Princeton
109. Roth W.-M., and Lee Y.-J. Vygotsky's neglected legacy": Cultural-historical activity theory. Review of Educational Research 77 2 (2007) 186-232
110. Rückriem G. Digital technology and mediation: A challenge to activity theory. In: Sannino A., Daniels H., and Gutiérrez K. (Eds). Learning and expanding with activity theory (2009), Cambridge University Press, Cambridge
111. Saaren-Seppälä T. Yhteisen potilaan hoito: Tutkimus organisaatiorajat ylittävästä yhteistoiminnasta sairaalan, terveyskeskuksen ja lapsipotilaiden vanhempien suhteissa (The care of a shared patient: A study of collaboration across organizational boundaries between hospital, health center and parents of child patients) (2004), University of Tampere, Tampere
112. Sannino A. Cultural-historical and discursive tools for analyzing critical conflicts in students' development. In: Yamazumi K., Engeström Y., and Daniels H. (Eds). New learning challenges: Going beyond the industrial age system of school and work (2005), Kansai University Press, Osaka
113. Sannino A. Experiencing conversations: Bridging the gap between discourse and activity. Journal for the Theory of Social Behaviour 38 3 (2008) 267-291
114. Sannino A. From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity 15 (2008) 234-257
115. Sannino A. Breaking out of a professional abstraction: The pupil as materialized object for teacher trainees. In: Ellis V., Edwards A., and Smagorinsky P. (Eds). Cultural-historical perspectives on teacher education and development: Learning teaching (2010), Routlege, London
116. Sannino A., and Nocon H. Introduction: Activity theory and school innovation. Journal of Educational Change 9 4 (2008) 325-328
117. Sannino A., Daniels H., and Gutierrez K. Activity theory between historical engagement and future-making practice. In: Sannino A., Daniels H., and Gutiérrez K. (Eds). Learning and expanding with activity theory (2009), Cambridge University Press, Cambridge
118. Seppänen L. Learning challenges in organic vegetable farming: An activity-theoretical study of on-farm practices (2004), University of Helsinki, Institute for Rural Research and Training, Helsinki
119. Sfard A. On two metaphors of learning and the dangers of choosing just one. Educational Researcher 27 2 (1998) 4-13
120. Siltala J., Freeman S., and Miettinen R. Exploring the tensions between volunteers and firms in hybrid projects (2007), Center for Activity Theory and Developmental Work Research, Helsinki (Working Paper 36)
121. Star S.L., and Griesemer J.R. Institutional ecology, 'translations' and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science 9 (1989) 387-420
122. Teräs M. Intercultural learning and hybridity in the Culture Laboratory (2007), University of Helsinki, Department of Education, Helsinki
123. Toikka K., Hyötyläinen R., and Norros L. Development of work in flexible manufacturing. Nordisk Pedagogik 6 1 (1986) 16-24
124. Toiviainen H. Learning across levels: Challenges of collaboration in a small-firm network (2003), University of Helsinki, Department of Education, Helsinki
125. Toiviainen H. Inter-organizational learning across levels: An object-oriented approach. Journal of Workplace Learning 19 6 (2007) 343-358
126. Toiviainen H., Kerosuo H., and Syrjälä T. Development Radar': The co-configuration of a tool in a learning network. Journal of Workplace Learning 21 7 (2009) 509-524
127. Tsui A.B.M., and Law D.Y.K. Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education 23 (2007) 1289-1301
128. In: Tuomi-Gröhn T., and Engeström Y. (Eds). Between school and work: New perspectives on transfer and boundary-crossing (2003), Pergamon, Amsterdam
129. van der Veer R., and Valsiner J. Understanding Vygotsky: A quest for synthesis (1991), Blackwell, Oxford
130. Vasilyuk F. The psychology of experiencing (1988), Progress, Moscow
131. Victor B., and Boynton A.C. Invented here: Maximizing your organization's internal growth and profitability (1998), Harvard Business School Press, Boston
132. Virkkunen J. Developmental interventions in work activities: An activity theoretical interpretation. In: Kontinen T. (Ed). Development intervention: Actor and activity perspectives (2004), Center for Activity Theory and Developmental Work Research and Institute for Development Studies, University of Helsinki, Helsinki
133. Virkkunen J. Dilemmas in building shared transformative agency. Activités revue électronique 3 1 (2006)
134. Virkkunen J. Hybrid agency in co-configuration work. Outlines 8 1 (2006) 61-75
135. Virkkunen J., and Ahonen H. Transforming learning and knowledge creation on the shop floor. International Journal of Human Resources Development and Management 4 1 (2004) 57-72
136. Virkkunen, J. & Ahonen, H. (forthcoming). Supporting expansive learning through theoretical-genetic reflection in the Change Laboratory. Journal of Organizational Change Management.
137. Vygotsky L.S. Mind in society: The development of higher psychological processes (1978), Harvard University Press, Cambridge
138. Vygotsky L.S. Thinking and speech. In: Rieber R.W., and Carton A.S. (Eds). The collected works of L.S. Vygotsky. Vol. 1: Problems of general psychology (1987), Plenum, New York pp. 39-285
139. Vygotsky L.S. The history of the development of higher mental functions. In: Rieber R.W. (Ed). The collected works of L. S. Vygotsky. Vol. 4: The history of the development of higher mental functions (1997), Plenum, New York
140. Warmington P. From 'activity' to 'labour': Commodification, labour-power and contradiction in Engeström's activity theory. Outlines 10 2 (2008) 4-19
141. Wenger E. Communities of practice: Learning, meaning and identity (1998), Cambridge University Press, Cambridge
142. In: Wright W., and Middendorf G. (Eds). The fight over food: Producers, consumers, and activists challenge the global food system (2008), The Pennsylvania State University Press, University Park
143. Yamazumi K. A hybrid activity system as educational innovation. Journal of Educational Change 9 4 (2008) 365-373
144. Yamazumi K. Expansive agency in multi-activity collaboration. In: Sannino A., Daniels H., and Gutiérrez K. (Eds). Learning and expanding with activity theory (2009), Cambridge University Press, Cambridge
145. Young M. Contextualising a new approach to learning: Some comments on Yrjö Engeström's theory of expansive learning. Journal of Education and Work 14 1 (2001) 157-161