Boundary Crossing and Boundary Objects

Autor/inn/en	Akkerman, Sanne F.; Bakker, Arthur
Titel	Boundary Crossing and Boundary Objects
Quelle	In: Review of Educational Research, 81 (2011) 2, S.132-169 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654311404435
Schlagwörter	Educational Theories; Learning Theories; Identification; Coordination; Reflection; Transformative Learning; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Identifikation; Identifizierung; Koordination; Pädagogische Transformation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	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. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10