People

Lehtovuori, Panu; Tartia, Jani & Cerrone, Damiano (2019). Drivers of global urbanization – exploring the emerging urban society. In: Leary-Owhin, M.E. and McCarthy, J.P. (eds.), Routledge Handbook of Henri Lefebvre, The City and Urban Society, Oxon: Routledge, pp. 327-335.

Lehtovuori, P. & Ruoppila, S. (2017). Temporary Uses Producing Difference in Contemporary Urbanism. In: Henneberry, J. (ed), Transience and Permanence in Urban Development, Wiley, pp. 47-64.

Gottdiener, Mark, Budd Leslie and Lehtovuori, Panu (2015). Key Concepts in Urban Studies, 2nd edition. Sage. 

Lehtovuori, Panu, Andres Kurg, Martina Schwab and Siri Ermert (2014). Public spaces, experience and conflict. The Cases of Helsinki and Tallinn. In: Tornaghi, Chiara & Knierbein, Sabine (eds.), Public Space and Relational Perspectives. New Challenges for Architecture and Planning. Routledge, pp. 125-143.

Lehtovuori, Panu & Koskela, Hille (2013). From momentary to historic: rhythms in the social production of urban space, the case of Calçada de Sant’Ana, Lisbon. Urban Rhythms: Mobilities, Space and Interaction in the Contemporary City. Sociology Review Monograph October 2013, Wiley, pp. 124-143.

Lehtovuori, Panu (2012). Towards Experiential Urbanism. Critical Sociology January 2012 vol 38:1, pp. 71-87.

Lehtovuori, Panu (2010). Experience and Conflict. The Production of Urban Space. Farnham: Ashgate. 

• Tampere Urban Research Network for Sustainability (TURNS)
• Research Network for Justice, Space and Society (JUSTSPACES)
• Space, Justice and Everyday Democracy

• CICAT2025
• B2N

Siikaluoto, Pietarsaari: Transforming Industrial Area to a Living Part of the City Centre, common architectural idea competition, purchase (together with architects Tapio Kangasaho and Jon Thureson) 2015 (31 entries)

Sibbesborg: International Competition for Sustainable Community Development, 3rd prize (together with architect Jouko Kunnas) 2012 (30 entries)

Henna Masterplan, Orimattila, 2011, an ecological city for 14 000 inhabitants (together with architect Jouko Kunnas)

The Innovative Town Concept for the Future, international idea competition, shared 1st prize (together with architect Jouko Kunnas) 2010 (72 entries)

Tampere Urban Research Network for Sustainability (TURNS), Founder member 2019-

Association for Literary Urban Studies (ALUS), Board member 2015-2019, Board Vice Member 2020-2022

Rajaniemi J. (2023). Interdisciplinary urban planning courses: Learning about contexts and wicked problems. Cudoba C. & Griffiths G. (eds.) Curious pedagogy. Reflections on urban planning education. DATUTOP 41, Tampere University, 21-40.

Rajaniemi J. & Koponen O-P. (2023). Prince Charles' A Vision of Britain as Populist Retropia. Kelly M.G. & Paz M. (eds.) Utopia, Equity and Ideology in Urban Texts. Fair and Unfair Cities. Palgrave Macmillan, 113-132.

Ameel L., Bar-Itzhak C., Finch J., García P., Laine S., Lanigan L., Lappela A., Rajaniemi J. & Salmela M. (2023). Teaching Literary Urban Studies. Ameel, L (ed.). The Routledge Companion to Literary Urban Studies. Routledge, 11–25.

Nurminen N., Cerrone D., Lehtonen J., Parajuli A., Roslund M., Lönnrot M., Ilonen J., Toppari J., Veijola R., Knip M., Rajaniemi J., Laitinen O., Sinkkonen A. & Hyöty H. (2021) Land Cover of Early Life Environment Modulates the Risk of Type 1 Diabetes. Diabetes Care.

Taylor J., Jokela S., Laine M., Rajaniemi J., Jokinen P., Häikiö L., Lönnqvist A. (2021) Learning and Teaching Interdisciplinary Skills in Sustainable Urban Development—The Case of Tampere University, Finland. Sustainability. 2021; 13(3):1180.

Roslund M., Puhakka R., Grönroos M., Nurminen N., Oikarinen S., Siter N., Vari H., Laitinen O., Rajaniemi J., Hyöty H., Sinkkonen A. (2020). Biodiversity intervention improves immune regulation and commensal microbiota among daycare children. Science Advances.

Corredor-Ochoa, Á., Antuña-Rozado, C., Fariña-Tojo, J. & Rajaniemi, J. (2020). Challenges in assessing urban sustainability. Verma P, Singh P, Singh R & Singh Raghubanshi A (eds.). Urban Ecology: Emerging Patterns and Social-Ecological Systems. Elsevier, 355-374.

Parajuli, A., Hui, N., Puhakka, R., Oikarinen, S., Grönroos, M., Selonen, VAO, Siter, N., … Rajaniemi, J., Hyöty, H. & Sinkkonen, A. (2020). Yard vegetation is associated with gut microbiota composition. Science of the Total Environment, Volume 713, 136707. 

Rantanen, A., & Rajaniemi, J. (2019). Urban Planning in the Post-Zoning Era: From Hierarchy to Self-Organization in the Reform of the Finnish Land Use and Building Act. Environment & Planning B: Planning and Design. https://doi.org/10.1177/2399808319893686

Puhakka, R., Rantala, O., Roslund, M. I., Rajaniemi, J., Laitinen, O., Sinkkonen, A., & ADELE Research Group (2019). Greening of Daycare Yards with Biodiverse Materials Affords Well-Being, Play and Environmental Relationships. International Journal of Environmental Research and Public Health, 16(16), [2948]. https://doi.org/10.3390/ijerph16162948

Rajaniemi, J., & Chudoba, M. (Toimittajat) (2018). Re-City. (Im)possible cities. (DATUTOP). Tampere University of Technology, School of Architecture.

Rajaniemi, J., Häkli, J., Rauhala, K., & Sumkin, H. (2018). Urbanisoituva yliopistokampus informaalin oppimisen mahdollistajana. Aikuiskasvatus, 2018(1), 18-29. 

Jama, T., Lehtovuori, P., Rajaniemi, J., Siikonen, M., Mäntynen, J., Rantanen, A., ... Saarniaho, K. (2018). Ideoita kaavoituksen sisällön uudistamiseen: Kaavojen merkintöjen ja määräysten kehittäminen (KAMMI-hanke). Helsinki: Ympäristöministeriö.

Rajaniemi, J. (2018). Epätoivon kaupungit ja perirealistinen dystopia. Futura, 36(4), 19-27. 

Rajaniemi, J. (Toimittaja) (2016). Re-city. Future city - combining disciplines. (DATUTOP; Vuosikerta 34). Tampere: Tampere University of Technology, School of Architecture.

Rajaniemi, J. (2006). Kasvun kaavoitus. Tapaus Raahe 1961-1996. Kankaanpää: Messon Oy.

Other affiliations:

Distinguished Research Fellow, Faculty of Education, Monash University in Melbourne, Australia (2021-2025)

Professor, Work-Integrated Learning, University West, Sweden (2016-2021)

Visiting Professor, Faculty of Education, Rhodes University, South Africa (2016-2022)

Hopwood, N. & Sannino, A. (2023). Motives, Mediation and Motion: Towards an inherently learning- and development-orientated perspective on agency. In N. Hopwood & A. Sannino (Eds.), Agency and transformation: Motives, mediation, and motion (pp.1-34). Cambridge: Cambridge University Press.

Sannino, A. (2023). Toward a power-sensitive conceptualization of transformative agency. In N. Hopwood & A. Sannino (Eds.), Agency and transformation: Motives, mediation, and motion (pp.35-55). Cambridge: Cambridge University Press.

Sannino, A. & Engeström, Y. (2023). In search of an experiment: From Vygotsky to Lewin and Dembo and back to the future. In P. Marsico & L. Tateo (Eds.), Humanity in psychology: The intellectual legacy of Pina Boggi Cavallo (pp. 159–177). Cham: Springer.

Sannino, A. (2023). Problem identification in Change Laboratories: Workplace learning to eradicate homelessness. In H. Bound, A. Edwards, K. Evans & A. Chia (Eds), Workplace learning for changing social and economic circumstances (pp. 201-218). London: Routledge.

Sannino, A. (2023). Cultural-historical activity theory and dialectics for a transformative agency agenda in higher education: The example of a formative intervention on academic dishonesty. In R. Pillay, S. Mkwananzi & S. Moonsamy (Eds.), Transforming teaching and learning experiences for helping professions in higher education (pp. 9-31). London: Brill.

Sannino, A. (2023). Tutkijoiden monet roolit Muutoslaboratoriossa. [The multiple roles of researchers in the Change Laboratory]. Kasvatus, 54(3), 253-270 (in Finnish).

Prokopis, D., Sannino, A. & Mykkänen, A. (2022). Toward a new beginning: Exploring the instructional dynamics of expansive learning with workers in a youth supported housing unit. Journal of Workplace Learning, 34(7), 628-642. 

Caır, I. H., Bal, A., Engeström, Y. & Sannino, A. (2022). Contradictions as an entry into inclusive systemic design: Addressing racial disparities in the discipline at an urban middle school. Learning, Culture and Social Interaction, 35. https://doi.org/10.1016/j.lcsi.2022.100641

Ivaldi, S., Sannino, A. & Scaratti, G. (2022). Is ‘co’ in coworking a short for contradictions. Qualitative Research in Organizations and Management, 17(5), 38-63.

Sannino A. & Engeström Y. (2022). Transformation through crisis: A municipal enacted utopia in Finland. Journal of the Network for International Policies and Cooperation in Education and Training - NORRAG, 7, 29-32. 

Ko, D., Bal, A., Bird Bear, A., Sannino, A. & Engeström, Y. (2021). Transformative agency for Justice: Addressing racial disparity of school discipline with the indigenous learning lab. Race Ethnicity and Education. https://doi.org/10.1080/13613324.2021.1969903 

Sannino, A., Engeström, Y. & Jokinen, E. (2021). Digital peer learning for transformative professional agency: The case of homelessness practitioners in Finland. British Journal of Educational Technology, 52, 1612–1628. DOI: 10.1111/bjet.13117

Engeström, Y. & Sannino, A. (2021). From mediated actions to heterogeneous coalitions: Four generations of activity-theoretical studies of work and learning. Mind, Culture, and Activity, 28(1), pp.4-23. DOI: 10.1080/10749039.2020.1806328

Engeström, Y. & Sannino, A. (2021). Des actions de travail aux coalitions hétérogènes: Quatre générations d’études théoriques de l’activité de travail [From work actions to heterogeneous coalitions: Four generations of theoretical studies on work activities]. In M.-A. Dujarier, A. Gillet, & P. Lénel (Eds.), L'activité en théories: Regards croisés sur le travail (pp. 241-251). Paris: Octares (in French).

Morselli, D. & Sannino, A. (2021). Testing the model of double stimulation in a Change Laboratory. Teaching and Teacher Education, 97, 1-8. DOI: https://doi.org/10.1016/j.tate.2020.103224

Sannino, A. (2020). Transformative agency as warping: How collectives accomplish change amidst uncertainty. Pedagogy, Culture & Society. DOI: 10.1080/14681366.2020.1805493

Sannino, A. (2020). Enacting the utopia of eradicating homelessness: Toward a new generation of activity-theoretical studies of learning. Studies in Continuing Education, 42:2, 163-179. 

Sannino, A. (2018). Counteracting the stigma of homelessness: The Finnish Housing First strategy as educational work. Educação, 41(3), p. 385-392.

Sannino, A. & Engeström, Y. (2018). Cultural-historical activity theory: founding insights and new challenges. Cultural-Historical Psychology, 14(3), 43-56. 

Sannino, A. & Engeström, Y. (2018). Valuable Innovations out of Nonsense? Expansive Organizational Learning and Transformative Agency in the Mann Gulch Disaster and in the Finnish Homelessness Strategy. Teoria e Prática em Administracão, 8(2), 60-79.

Engeström, Y. & Sannino, A. (2018). Expansive learning on the move: Insights from ongoing research. In U. Denet, C. Reis, C. Reutlinger & M. Winkler (Eds), Potentiale des Aneignungskonzepts [Potentials of the appropriation concept] (pp. 211-228). Weinheim: Belts Juventa.

Francisco, R., Klein, A., Engeström, Y., & Sannino, A. (2018). Knowledge on the move: Expansive learning among mobile workers. In D. Kolbaek (Ed.), Online Collaboration and Communication in Contemporary Organizations. Hershey, PA: Igi Global. 

Nummijoki, J., Engeström, Y., & Sannino, A. (2018). Defensive and expansive cycles of learning: A study of home care encounters. Journal of the Learning Sciences. DOI: 10.1080/10508406.2017.1412970 

Sannino, A. & Engeström, Y. (2017). Co-generation of societally impactful knowledge in Change Laboratories. Management Learning, 48(1), 80-96. 

Sannino, A. & Engeström, Y. (2017). Relational agency, double stimulation and the object of activity: An intervention study in a primary school. In A. Edwards (Ed.), Working relationally in and across practices: Cultural-historical approaches to collaboration (pp. 58-77). Cambridge: Cambridge University Press. 

Sannino, A., Engeström, Y., & Lemos, M. (2017). Formative interventions for expansive learning and transformative agency. In M. Cole, W. Penuel & K. O'Neill (Eds.), Cultural-Historical Activity Theory Approaches to Design-Based Research (Routledge Special Issues as Books, SPIB series). London: Routledge. 

Laitinen, A., Sannino, A., & Engeström, Y. (2017). From controlled experiments to formative interventions in studies of agency: Methodological considerations. Educação, 39, 14-23.

Vetoshkina, L., Engeström, Y., & Sannino, A. (2017). On the power of the object: History-making through skilled performance in wooden boat building. In J. Sandberg, L. Rouleau, A. Langley & H. Tsoukas (Eds.), Skillful performance: Enacting expertise, competence and capabilities in organizations (pp. 73-102). Oxford: Oxford University Press. 

Sannino, A., Engeström, Y., & Lahikainen, J. (2016). The dialectics of authoring expansive learning: Tracing the long tail of a Change Laboratory. Journal of Workplace Learning, 28(4), 245-262. 

Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599-633.

Gutiérrez, K. D., Engeström, Y. & Sannino, A. (2016). Expanding educational research: Toward viable interventionist methodologies. Cognition and Instruction, 3, 275-284.

Engeström, Y. & Sannino, A. (2016). Expansive learning on the move: Insights from ongoing research. Infancia y Aprendizaje: Journal for the Study of Education and Development, 39(3), 401-416.

- Spanish translation of the article reproduced in Infancia y Aprendizaje: Journal for the Study of Education and Development, 39(3), 417-435. 

Virtaluoto, J., Sannino, A. & Engeström, Y. (2016). Surviving outsourcing and offshoring: Technical communication professionals in search of a future. Journal of Business and Technical Communication, 30(4), 495-532.

Sannino, A. (2016). Double stimulation in the waiting experiment with collectives. Integrative Psychological and Behavioral Science, 50(1), 142-173.

Sannino, A. (Ed.) (2015). The emergence of transformative agency and double stimulation: Activity-based studies in the Vygotskian tradition. Special issue of Learning, Culture, and Social Interaction, 4.

Sannino, A. (2015). The emergence of transformative agency and double stimulation: Activity-based studies in the Vygotskian tradition. Learning, Culture, and Social Interaction, 4, 1-3.

Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, Culture, and Social Interaction, 6, 1-15.

Sannino, A. & Laitinen, A. (2015). Double stimulation in the waiting experiment: Testing a Vygotskian model of the emergence of volitional action. Learning, Culture, and Social Interaction, 4, 4-18.

Sannino, A. & Vainio, J. (2015). Gendered hegemony and its contradictions among Finnish university physicists. Gender and Education, 27(5), 505-522. 

Engeström, Y., Kajamaa, A., Lahtinen, P., & Sannino, A. (2015). Toward a grammar of collaboration. Mind, Culture, and Activity, 22(2), 92-111.  

Rajala, A. & Sannino, A. (2015). Students' deviations from a learning task: An activity-theoretical analysis. International Journal of Educational Research, 70, 31-46.

Engeström, Y., Sannino, A. & Virkkunen, J. (2014). On the methodological demands of formative interventions. Mind, Culture, and Activity, 2(2), 118-128.

Sannino, A. & Ellis, V. (Eds.) (2013). Learning and collective creativity: Activity-theoretical and sociocultural studies. New York: Routledge.

Sannino, A. & Ellis, V. (2013). Activity-theoretical and sociocultural approaches to learning and collective creativity: An introduction. In A. Sannino & V. Ellis (Eds.), Learning and collective creativity: Activity-theoretical and sociocultural studies (pp. 1-19). New York: Routledge.

Sannino, A. (2013). Critical transitions in the pursuit of a professional object: Simone de Beauvoir’s expansive journey to become a writer. In A. Sannino & V. Ellis (Eds.), Learning and collective creativity: Activity-theoretical and sociocultural studies (pp. 40-60). New York: Routledge.

Ajello, A.M., Engeström, Y., Sannino, A., Tuomi-Gröhn, T. (Eds.) (2013). Apprendere tra scuola e lavoro [Learning between school and work]. Bologna: Il Mulino. (in Italian)

Engeström, Y. & Sannino, A. (2013). La volition et l’agentivité transformatrice : Perspective théorique de l’activité [Volition and transformative agency: An activity-theoretical perspective]. Revue international du CRIRES: Innover dans la tradition de Vygotsky, 1(1), 4-19.

Sannino, A. (2012). Dialectique et intervention en théorie de l'activité [Dialectics and intervention in activity theory]. In Y. Clot (Ed.), Vygotski maintenant (pp. 213-230). Paris: La Dispute. (in French)

Engeström, Y. & Sannino, A. (Eds.) (2012). Concept formation in the wild. Mind, Culture, and Activity, 19(3).

Engeström, Y. & Sannino, A. (2012). Concept formation in the wild. Mind, Culture, and Activity, 19(3), 201-206.

Engeström, Y., Nummijoki, J. & Sannino, A. (2012). Embodied germ cell at work: Building an expansive concept of physical mobility in home care. Mind, Culture, and Activity, 19(3), 287-309. 

Engeström, Y. & Sannino, A. (2012). Whatever happened to process theories of learning? Learning, Culture and Social Interaction, 1(1), 45-56.

Sannino, A. (2011). Ricerca–intervento in teoria dell’attività: Attualità della tradizione vygotskijana [Interventionist research in activity theory: Timeliness of the Vygotskian tradition], Formazione & Insegnamento, 3, 103-115. (in Italian)

Sannino, A. & Sutter, B. (Eds.) (2011). Cultural-historical activity theory and interventionist methodology: Classical legacy and contemporary developments. Special issue of Theory & Psychology, 21(5).

Sannino, A. & Sutter, B. (2011). Cultural-historical activity theory and interventionist methodology: Classical legacy and contemporary developments. Theory & Psychology, 21(5), 557-570.

Sannino, A. (2011). Activity theory as an activist and interventionist theory. Theory & Psychology, 21(5), 571-597.

Dochy, F., Engeström, Y., Sannino, A., Van Meeuwen, N. (2011). Interorganisational expansive learning at work. In F. Dochy, D. Gijbels, M. Segers, P. Van den Bossche (Eds.), Theories of learning for the workplace: Buiding blocks for training and professional development programs (pp. 125-147). London: Routledge.

Lasonen, J., Teräs, M. & Sannino, A. (2011). Tunnustaminen, kokeminen ja ekspansiivinen oppiminen käsitteellisinä resursseina maahanmuuttajia tutkittaessa [Recognition, experiencing and expansive learning as conceptual resources in studies of immigrants]. In J. Ursin & J. Lasonen (Eds.), Jatkuvuuksia ja katkoksia: Koulutus yhteiskunnan muutoksissa. Jyväskylä: Suomen Kasvatustieteellinen Seura. (in Finnish)

Engeström, Y. & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368-387.

Sannino, A. (2010). Teachers’ talk of experiencing: Conflict, resistance and agency. Teaching and Teacher Education, 26, 838-844.

Sannino, A. (2010). The predictable failure of sustainable innovations in school? From warrants to actions and back to the future. In K. Yamazumi (Ed.), Activity theory and fostering learning: Developmental interventions in education and work (pp. 61-85). Osaka: Kansai University Press.

Sannino, A. (2010). Breaking out of a professional abstraction: The pupil as materialized object for trainee teachers. In V. Ellis, A. Edwards & P. Smagorinsky (Eds.), Cultural-historical perspectives on teacher education and development: Learning teaching (pp. 146-159). London: Routlege.

Engeström, Y. & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1-24. 

- German translation of the article reproduced in F. Seeger (Ed.), Lernen Durch Expansion (pp. 403-461), 2011, Berlin: Lehmanns Media.

- Polish translation of the article reproduced in Forum Oświatowe, 1(46), 2012, 209-266. 

Teräs, M., Lasonen, J. & Sannino, A. (2010). Maahanmuuttajien lasten siirtymät koulutukseen ja työelämään [Transitions of immigrant children into education and working life]. In T. Martikainen & L. Haikkola (Eds.), Maahanmuutto ja sukupolvet. Helsinki: Suomalaisen Kirjallisuuden Seura. (in Finnish)

Sannino, A., Daniels, H. & Gutierrez, K. (Eds.) (2009). Learning and expanding with activity theory. Cambridge: Cambridge University Press. 

Sannino, A., Daniels, H. Gutierrez, K. (2009). Editors’ introduction. In A. Sannino, H. Daniels & K. Gutierrez (Eds.), Learning and expanding with activity theory (pp. xi-xxi). Cambridge: Cambridge University Press. 

Sannino, A., Daniels, H. Gutierrez, K. (2009). Activity theory between historical engagement and future-making practice. In A. Sannino, H. Daniels & K. Gutierrez (Eds.), Learning and expanding with activity theory (pp. 1-15). Cambridge: Cambridge University Press. 

Sannino, A. (2008). Experiencing conversations: Bridging the gap between discourse and activity. Journal for the Theory of Social Behaviour, 38(3), 267-291.

Sannino, A. (2008). From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, 15(3), 234-257.

Sannino, A. & Nocon H. D. (Eds.) (2008). Activity theory and school innovation. Special issue of Journal of Educational Change, 9(4). 

Sannino, A. & Nocon, H. (2008). Special issue introduction: Activity theory and school innovation. Journal of Educational Change, 9(4), 325-328.

Sannino, A. (2008). Sustaining a non-dominant activity in school: Only a utopia? Journal of Educational Change, 9(4), 329-338. 

Sannino, A. (2006). Analyzing discontinuous speech in EU conversations: A methodological proposal. Journal of Pragmatics, 38(4), 543-566.

Sannino, A. (2005). Cultural-historical and discursive tools for analyzing critical conflicts in students’ development. In K. Yamazumi, Y. Engeström & H. Daniels (Eds.), New learning challenges: Going beyond the industrial age system of school and work (pp. 165-195). Osaka: Kansai University Press.

Sannino, A. & Trognon, A. (2004). Un'introduzione alla Logica Interlocutoria: Come studiare l’interlocuzione per accedere alle dinamiche generative del pensiero e dei rapporti sociali. [Introduction to Interlocutionary Logic: How to study interlocution in order to access to the generative dynamics of thinking and social relationships]. Ricerche di Psicologia, 27(4), 143-174. (in Italian)

Sannino, A. , Trognon, A. & Dessagne, L. (2003). A model for analyzing knowledge content and processes of learning a trade within alternance vocational training. In T. Tuomi-Gröhn & Y. Engeström (Eds.), Between school and work: New perspectives on transfer and boundary crossing (pp.267-285). Amsterdam: Pergamon.

- Italian translation of the chapter reproduced in Ajello, A.M., Engeström, Y., Sannino, A., Tuomi-Gröhn, T. (Eds.) (2013). Apprendere tra scuola e lavoro [Learning between school and work] (pp. 227-250). Bologna: Il Mulino.

Sannino, A. (2002). L'élaboration des avis dans une assemblée consultative de l'Union européenne: un jeu de langage dans un collectif complexe et en évolution [Developing opinions in a Consultative Assembly of the European Union: Language game of a complex collective in evolution]. Villeneuve D’Ascq : Presses Universitaires du Septentrion. (in French)

Sannino, A. , Trognon, A. , Dessagne, L. , Kostulski, K. (2001). Les connaissances émergeant d'une relation tuteur-apprenti sur le lieu de travail [Knowledge emerging from a relationship between tutors and apprentices in the workplace]. Bulletin de Psychologie , 54(3), 453, 261- 273. (in French)

Sannino, A. (1998). L’accomplissement interlocutoire et intergestuel d’une interaction en situation de travail [Interlocutionary and intergestural interactions at work]. In K. Kostulski & A. Trognon (Eds.), Communications Interactives dans les Groupes de Travail (p.123-157). Nancy, Presses Universitaires de Nancy. (in French)

• RESET

You can see a full list of my publications here .