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Activity Theory: Legacies, Standpoints, and Hopes: A discussion of Andy Blunden'sAn Interdisciplinary Theory of Activity
16 references·1 citing·24 second hop
Activity Theory: Legacies, Standpoints, and Hopes: A discussion of Andy Blunden'sAn Interdisciplinary Theory of Activity (2011)Activity Theory: Legacies, Standpoints, a…Learning by Expanding (2014)Learning by ExpandingFROM THE GERMAN IDEOLOGY (2013)FROM THE GERMAN IDEOLOGYSpecters of Marx (2012)Specters of MarxPhenomenology of Spirit (2007)Phenomenology of SpiritCommunities of practice learning, meaning, and identity (1999)Communities of practice learn…Communities of Practice (1998)Communities of PracticeEthics: subjectivity and truth (1997)Ethics: subjectivity and truthWe Have Never Been Modern (1994)We Have Never Been ModernWe have never been modern (1994)We have never been modernSituated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Situated Learning (1991)Situated LearningThe Principle of Hope (1988)The Principle of HopeWhat is Enlightenment (1984)What is EnlightenmentGrundlegung der Psychologie (1983)Grundlegung der PsychologieProblems of the Development of the Mind (1982)Problems of the Development o…Activity, consciousness, and personality (1978)Activity, consciousness, and …Identities in motion – Boundary-crossing learning from an intrapersonal perspective (2023)Identities in motion – Bounda…Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)The Reflective Practitioner: How Professionals Think in Action (1985)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Studies of expansive learning: Foundations, findings and future challenges (2010)Boundary Crossing and Boundary Objects (2011)Making knowledge the basis of a dynamic theory of the firm (1996)Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man, Its Overrepresentation--An Argument (2003)The Politics and Poetics of Infrastructure (2013)Boundary-Work and the Demarcation of Science from Non-Science: Strains and Interests in Professional Ideologies of Scientists (1983)Embeddedness and Immigration: Notes on the Social Determinants of Economic Action (1993)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)Monster, Terrorist, Fag: The War on Terrorism and the Production of Docile Patriots (2002)A New Algorithmic Identity (2011)Strategies for Teaching Students to Think Critically (2014)Whose Knowledge, Whose nature? Biodiversity, Conservation, and the Political Ecology of Social Movements (1998)Governmentality (2006)INDIGENOUS COSMOPOLITICS IN THE ANDES: Conceptual Reflections beyond “Politics” (2010)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
this work references cited by second hop

References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 1998Communities of Practice23,452 cited
  • 1994We have never been modern9,294 cited
  • 1994We Have Never Been Modern7,931 cited
  • 2014Learning by Expanding4,988 cited
  • 1978Activity, consciousness, and personality4,374 cited
  • 2013FROM THE GERMAN IDEOLOGY3,200 cited
  • 1997Ethics: subjectivity and truth2,525 cited
  • 2012Specters of Marx2,461 cited
  • 2007Phenomenology of Spirit2,432 cited
  • 1984What is Enlightenment1,967 cited
  • 1982Problems of the Development of the Mind1,388 cited
  • 1988The Principle of Hope644 cited
  • 1983Grundlegung der Psychologie511 cited

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  • 2023Identities in motion – Boundary-crossing learning from an intrapersonal perspective3 cited

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