Boundary-Crossing Competence: Theoretical Considerations and Educational Design

Autor/inn/en	Walker, Dana; Nocon, Honorine
Titel	Boundary-Crossing Competence: Theoretical Considerations and Educational Design
Quelle	In: Mind, Culture, and Activity, 14 (2007) 3, S.178-195 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-9039
Schlagwörter	After School Programs; Peer Acceptance; Immigrants; Low Income Groups; Environmental Influences; Interpersonal Competence; Friendship; Mexican Americans; Art Activities; Information Technology; Mentors; Elementary School Students; Middle School Students; Social Influences; Cultural Influences; Urban Schools; Clubs; Popular Culture; Music; Dance; California; Colorado + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Immigrant; Immigrantin; Immigranten; Environmental influence; Umwelteinfluss; Interpersonale Kompetenz; Freundschaft; Hispanoamerikaner; Künstlerische Tätigkeit; Informationstechnologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sozialer Einfluss; Cultural influence; Kultureinfluss; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Club; Klub; Popkultur; Musik; Tanz; Kalifornien
Abstract	This article provides a conceptual account and empirical analyses of the development of "boundary-crossing competence"--the ability to function competently in multiple contexts--using representative cases from two after-school programs with immigrant and low-socioeconomic status students. Our findings suggest that organizational designs that create networks of related communities of practice can provide opportunities for nondominant students to develop boundary-crossing competences through participation in expanded, horizontal--rather than hierarchal--systems of what Moll and colleagues have called "networked expertise." These new directions in understanding competence have important implications for improving learning designs for nondominant students. (Contains 14 footnotes and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10