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...

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Bibliographic Details
Published in:Review of educational research Vol. 81; no. 2; pp. 132 - 169
Main Authors: Akkerman, Sanne F., Bakker, Arthur
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.06.2011
American Educational Research Association
Subjects:
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
Online Access:Get full text
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Summary: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.
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ISSN:0034-6543
1935-1046
DOI:10.3102/0034654311404435