rather than learning by ‘practicing’, ‘constructing’ or ‘appropriating’, learning is achieved by expandingfrom a current ‘knowledge location’ and building outwards onthe basis of that knowledge while simultaneouslysolving tensions inherent in it to create previously non-existent knowledge. This focus on the generation of the ‘new’ distinguishes expansive learning from the prevailing metaphors of learning, namelyacquisition and participation [22].