Expansive Learning as Production of Community

Axel E. (2002). Regulation as productive tool use: Participatory observation in the control room of a district heating system. Frederiksberg, Denmark: Roskilde University Press.

Barron B. (2010). Conceptualizing and tracing learning pathways over time and setting. NSSE Yearbook, 109(1).

Bateson G. (1972). Steps to an ecology of mind. New York: Ballantine Books.

Dreier O. (1999). Læring som ændring af personlig deltagelse i sociale kontekster [Learning as change of personal participation in contexts]. In Nielsen K. & Kvale K. , Mesterlære. Læring som social praksis. [Apprenticeship. Learning as social practice]. Copenhagen, Denmark: Hans Reitzels Forlag.

Dreier O. (2008). Psychotherapy in everyday life. Learning in doing: Social, cognitive, & computational perspectives. New York: Cambridge University Press.

Edwards A. (2005). Let's get beyond community and practice: The many meanings of learning by participating. Curriculum Journal, 16(1), 49–65.

Engeström Y. (1987). Learning by expanding: An activity–theoretical approach to developmental research Retrieved January 22, 2010, from http://www.edu.helsinki.fi/activity/people/engestro/

Holzkamp K. (1983). Grundlegung der psychologie. [Foundations of psychology]. Frankfurt, Germany: Campus Verlag GmbH Frankfurt/Main.

Holzkamp K. (1995). Lernen: Subjektwissenschaftliche grundlegung. [Learning: Subject-scientific foundations]. Frankfurt, Germany: Campus Verlag.

Holzkamp-Osterkamp U. (1991). Action potence, education, and psychotherapy. In Tolman C. W. & Maiers W. (Eds.), Critical psychology: Contributions to an historical science of the subject (pp. 134–159). New York: Cambridge University Press.

Khawaja I. , & Mørck L. L. (2009). Researcher positioning. Muslim “otherness” and beyond. Qualitative Research in Psychology, 6(1), 28–45.

Lave J. (1997). Learning, apprenticeship, social practice. Journal of Nordic Educational Research, 17, 140–151.

Lave J. (2008). Situated learning and changing practice. In Amin A. & Roberts J. (Eds.), Community, economic creativity, and organization (pp. 283–296). Oxford, England: Oxford University Press.

Lave J. , & Wenger E. (1991). Situated learning. Legitimate peripheral participation. New York: Cambridge University Press.

McDermott R. (2010). The passions of learning in tight circumstances: Toward a political economy of the mind. NSSE Yearbook, 109(1).

Mørck L. L. (2000) Practice research and learning resources. A joint venture with the initiative “Wild Learning.” Outlines: Critical Social Studies, 2, 61–84.

Mørck L. L. (2003). Læring og overskridelse af marginalisering. Studie af unge mænds med etnisk minoritetsbaggrund. [Learning and transcending marginalization. A study of young men with ethnic minority background]. Copenhagen, Denmark: Danish University of Education Press.

Mørck L. L. (2006). Grænsefællesskaber. Læring og overskridelse af marginalisering. [Boundary communities. Learning and transcending marginalization]. Frederiksberg, Denmark: Roskilde University Press.

Mørck L. L. , & Huniche L. (2006). Critical psychology in a Danish context. Annual Journal of Critical Psychology, 5. Retrieved March 31, 2009, from http://www.discourseunit.com/arcp/5.htm

Nasir N. S. (2010). Studying identity in learning contexts from a human sciences perspective. NSSE Yearbook, 109(1).

Nielsen K. (2008). Gender, learning and social practice. Vocations and Learning, 3, 173–190.

Nissen M. (2000). Projekt gadebørn. Et forsøg med dialogisk, bevægelig og lokalkulturel socialpædagogik med de mest udsatte unge. [The Street kids Project. Development of dialogical, move-able and local cultural social work with some of the most marginalized youth]. Frederikshavn, Denmark: Dafolo Forlag.

O'Connor K. (2003). Communicative practice, cultural production, and situated learning. In Wortham S. & Rymes B. (Eds.), Linguistic anthropology of education (pp. 61–91). Westport, CT: Praeger.

O'Connor K. , & Allen A. (2010). Learning as the organizing of social futures. NSSE Yearbook, 109(1).

Wenger E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge, England: Cambridge University Press