Contextualising a New Approach to Learning: Some comments on Yrjö Engeström's theory of expansive learning

By Michael Young. 2001

3,755 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6552173a35ddefbb2d22d800d3a5a56f317e86e3

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In Developmental and Educational Psychology

In Education

Citations in the corpus

(Re)Framing Educational Possibility: Attending to Power and Equity in Shaping Access to and within Learning Opportunities (2013, background): “These tools and practices circulate widely to different sectors and configure relations of power within the institution of schooling, constraining the possibilities for change, contestation, and the potential for disruptive, alternate frames to take hold [Engeström, 2001; Nespor, 2002].”
Voice without accountability: the changing relationship between employers, the state and education in England (2004, background): “If Engeström and Young (2001) are correct, and cognition is culturally ‘situated’ inside and interacting with the settings within which it is being developed and deployed, then expecting the classroom to mimic or anticipate the workplace may be something of a lost cause (Wolf, 1998).”
Unintended Outcomes in Second Life: Intercultural Literacy and Cultural Identity in a Virtual World (2008, background): “Each Resident of this historically rich, multicultural community plays a role in the division of labour, and the resulting multivoicedness is both a ‘source of trouble and a source of innovation, demanding actions of translation and negotiation’ (Engestrom, 2001: 136).”
The professional learning of teachers in higher education (2006, positive): “In the activity system (Engestrom, 2001 ) depicted in Figure 1 , the subject is a specialist in educational development whose object is to stimulate better educational practice in others.”
Improving the learning of newly qualified teachers in the induction year (2011, background): “They are also extended by Activity Theory (Engeström 1995; Cole 1996; Engeström 2001; Engeström, Miettinen, and Punamäki 1999) and ideas about communities of practice (Lave and Wenger 1991; Wenger 1998) where learning is intimately related to belonging.”
Learning as boundary-crossing in school–university partnership ☆ (2007, background): “The concept of ‘‘boundary crossing’’ (Engeström et al., 1995) has been developed to help understand the interaction between these activity systems, the multiple perspectives and the ‘‘multivoicedness’’ (Engeström, 2001, p. 133) inherent in these systems.”
Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective (2015, background): “Due to different motives, Jack and Kevin were involved in two different peer feedback activity systems (Engeström, 1987, 2001; Leont’ev, 1978 & 1981).”
Professional learning networks: From teacher learning to school improvement? (2020, methodology): “An activity system lens (Engeström 2001), including expansive learning focused on learning by the PLN as a whole, and the role of boundary crossers (Malin and Brown 2019) could be used to allow for a more broad network perspective including the process 1 3 and factors from teacher learning and…”
A Sociocultural Theory of Creativity: Bridging the Social, the Material, and the Psychological (2020, background): “Creative action can be studied, at least in sociocultural psychology, through a multitude of lenses, from structured versions of activity theory (Engeström, 2001; Leont’ev, 1978) to more Vygotskian, semiotic mediation frameworks (Cole, 1996).”
Development Engineers' Conceptions of Learning at Work (2002, background): “This dimension involves experimentation, hard investigative work and creativity (see, for example, Engeström, 2001).”
Exploring tensions in developing assessment for learning (2009, methodology): “In this representation ‘the object is depicted with the help of an oval indicating that object-oriented actions are always, explicitly or implicitly, characterized by ambiguity, surprise, interpretation, sense making, and potential for change’ (Engeström 2001, 134).”