Abstract:This symposium expands the object and scope of the learning sciences by introducing communities, cooperatives and social movements as crucially important sites of learning. The symposium papers employ and critically interrogate cultural-historical activity theory, specifically the theory of expansive learning, and the emerging methodology of formative interventions as a potential framework for dealing with learning in communities, cooperatives and social movements. Expansive learning emerges as a process of revitalizing the commons, or commoning. The contributions of the symposium point toward the importance of analyzing and fostering transformative agency as a quality of learning.
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