Journal ArticleDOI
Boundary Crossing and Boundary Objects
Sanne Akkerman,Arthur Bakker +1 more
TLDR
In this paper, a review of the literature reveals four potential learning mechanisms that can take place at boundaries: identification, coordination, reflection, and transformation, and 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.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.read more
Citations
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Universe of the Mind: A Semiotic Theory of Culture
TL;DR: Lotman as mentioned in this paper proposed the Semiotic Theory of Culture, which he called the "Universe of the Mind" and "Semi-Autonomous Theory of Science" (SITC).
Journal ArticleDOI
Professional agency in the stream of change : Understanding educational change and teachers' professional identities
TL;DR: In this article, a qualitative meta-study reported here investigated Finnish vocational teachers' professional agency amid an educational reform and found that teachers' agency could remain stable or could change over time, and agency drew on various resources (e.g. teacher identity and the organizational management culture).
Journal ArticleDOI
Seven Affordances of Computer-Supported Collaborative Learning: How to Support Collaborative Learning? How Can Technologies Help?
TL;DR: This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices and explores in-depth explorations of how technologies are actually used to support collaborative learning in CSCL research.
Journal ArticleDOI
A Decade of Professional Development Research for Inclusive Education A Critical Review and Notes for a Research Program
TL;DR: The authors reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) how is inclusive education defined in PD research? (b) How is PD for inclusion education studied? (c)How is teacher learning examined in PD The authors.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Book
Mind in Society: The Development of Higher Psychological Processes
TL;DR: In this paper, Cole and Scribner discuss the role of play in children's development and play as a tool and symbol in the development of perception and attention in a prehistory of written language.
Book
Communities of Practice: Learning, Meaning, and Identity
TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.
Book
Thought and language
TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.