REFERENCES
- Anzaldúa, G. (1987). Borderlands/La frontera: The new mestiza. San Francisco, CA: Aunt Lute Books.
- Bowker, G. C., & Star, S. L. (1999). Sorting things out: Classification and its consequences. Cambridge, MA: MIT Press.
- Callon, M. (1986). Some elements of a sociology of translation: Domestication of the scallops and the fishermen of the St Brieuc Bay. In J. Law (Ed.), Power, action, and belief: A new sociology of Knowledge? (pp. 196–223). London, UK: Routledge.
- Hall, R. (2001). Schedules of practical work for the analysis of case studies of learning and development. Journal of the Learning Sciences,10, 203–222. doi:10.1207/S15327809JLS10-1-2_8
- Hall, R. (2005). Reconstructing the learning sciences. Journal of the Learning Sciences,14, 139–155. doi:10.1207/s15327809jls1401_8
- hooks, b. (1989). Yearning: Race, gender, and cultural politics. Boston, MA: South End Press.
- Horn, I. S. (2005). Learning on the job: A situated account of teacher learning in high school mathematics departments. Cognition and Instruction,23, 207–236. doi:10.1207/s1532690xci2302_2
- Latour, B. (1986). Visualisation and cognition: Thinking with eyes and hands. In H. Kuklick (Ed.), Knowledge and society: Studies in the sociology of culture past and present (Vol. 6, pp. 1–40). Greenwich, CT: JAI Press.
- Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.
- Latour, B. (1988). The pasteurization of France. Cambridge, MA: Harvard University Press.
- Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity,3, 149–164. doi:10.1207/s15327884mca0303_2
- Lave, J. (2008). Situated learning and changing practice. In A. Amin & J. Roberts (Eds.), Community, economic creativity, and organization (pp. 283–296). Cambridge, UK: Oxford University Press.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
- Lucena, J. C. (2000). Making women and minorities in science and engineering for national purposes in the United States. Journal of Women and Minorities in Science and Engineering,6, 1–31. doi:10.1615/JWomenMinorScienEng.v6.i1.10
- Nespor, J. (1994). Knowledge in motion: Space, time, and curriculum in undergraduate physics and management. Bristol, PA: Falmer Press.
- Nespor, J. (2007). Curriculum charts and time in undergraduate education. British Journal of Sociology of Education,28, 753–766. doi:10.1080/01425690701610092
- Nolen, S. B., Horn, I. S., Ward, C. J., & Childers, S. A. (2011). Novice teacher learning and motivation across contexts: Assessment tools as boundary objects. Cognition and Instruction,29, 88–122. doi:10.1080/07370008.2010.533221
- O’Connor, K. (2001). Contextualization and the negotiation of social identities in a geographically distributed situated learning project. Linguistics and Education,12, 285–308. doi:10.1016/S0898-5898(01)00057-2
- O’Connor, K. (2003). Communicative practice, cultural production, and situated learning: Conducting and contesting identities of expertise in a heterogeneous learning context. In S. Wortham & B. Rymes (Eds.), Linguistic anthropology of education (Vol. 37, pp. 61–91). Westport, CT: Praeger.
- O’Connor, K., & Allen, A.-R. (2010). Learning as the organizing of social futures. In W. R. Penuel & K. O’Connor (Eds.), Yearbook of the National Society for the Study of Education (Vol. 109, pp. 160–175). New York, NY: Teachers College.
- O’Connor, K., & Penuel, W. R. (2010). Introduction: Principles of a human sciences approach to research on learning. In W. R. Penuel & K. O’Connor (Eds.), Yearbook of the National Society for the Study of Education (Vol. 109, pp. 1–16). New York, NY: Teachers College.
- Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, not just epistemology. Educational Psychologist,35, 227–241. doi:10.1207/S15326985EP3504_02
- Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences,13, 423–451. doi:10.1207/s15327809jls1303_6
- Penuel, W. R., & O’Connor, K. (2010). Learning research as a human science: Old wine in new bottles? In W. R. Penuel & K. O’Connor (Eds.), Yearbook of the National Society for the Study of Education (Vol. 109, pp. 268–283). New York, NY: Teachers College.
- Reynolds, T. S. (1992). The education of engineers in America before the Morrill Act of 1862. History of Education Quarterly,32, 459–482. doi:10.2307/368959
- Roth, W.-M., McGinn, M. K., Woszczyna, C., & Boutonne, S. (1999). Differential participation during science conversations: The interaction of focal artifacts, social configurations, and physical arrangements. The Journal of the Learning Sciences,8, 293–347. doi:10.1080/10508406.1999.9672073
- Seely, B. E. (1999). The other re-engineering of engineering education, 1900–1965. Journal of Engineering Education,88, 285–294. doi:10.1002/j.2168-9830.1999.tb00449.x
- Seely, B. E. (2005). Patterns in the history of engineering education reform: A brief essay. In National Academy of Engineering (Ed.), Educating the engineer of 2020: Adapting engineering education to the new century (pp. 114–130). Washington, DC: National Academies Press.
- Star, S. L. (1991). Power, technology and the phenomenology of conventions: On being allergic to onions. In J. Law (Ed.), A sociology of monsters: Essays on power, technology and domination (pp. 26–56). London, UK: Routledge.
- Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, ‘translations’ and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907-39. Social Studies of Science,19, 387–420. doi:10.1177/030631289019003001
- Stevens, R. (2000). Divisions of labor in school and in the workplace: Comparing computer and paper-supported activities across settings. Journal of the Learning Sciences,9, 373–401. doi:10.1207/S15327809JLS0904_1
- Stevens, R., O’Connor, K., Garrison, L., Jocuns, A., & Amos, D. M. (2008). Becoming an engineer: Toward a three dimensional view of engineering learning. Journal of Engineering Education,97, 355–368. doi:10.1002/j.2168-9830.2008.tb00984.x