Boundary Crossing and Boundary Objects

Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Altho...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Review of educational research Ročník 81; číslo 2; s. 132 - 169
Hlavní autori: Akkerman, Sanne F., Bakker, Arthur
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Los Angeles, CA SAGE Publications 01.06.2011
American Educational Research Association
Predmet:
Boundaries
Boundary objects
Collaboration
Concept formation
Coordination
Dialogism
Education
Education Work Relationship
Educational research
Educational Theories
Identification
Interdisciplinary Approach
Knowledge management
Learning
Learning Theories
Literature
Reflection
Social interaction
Teacher education
Teachers
Transformative Learning
boundary
dialogicality
boundary crossing
boundary object
learning theory
ISSN:0034-6543, 1935-1046
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so. By reviewing this literature, this article offers an understanding of boundaries as dialogical phenomena. The review of the literature reveals four potential learning mechanisms that can take place at boundaries: identification, coordination, reflection, and transformation. These mechanisms show various ways in which sociocultural differences and resulting discontinuities in action and interaction can come to function as resources for development of intersecting identities and practices.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0034-6543
1935-1046
DOI:10.3102/0034654311404435