Boundary Crossing and Boundary Objects
Boundary Crossing and Boundary Objects
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DOI：
10.3102/0034654311404435
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发表时间：
2011-06-01
影响因子：
11.2
通讯作者：
Bakker, Arthur
中科院分区：
文献类型：
--
作者：
Akkerman, Sanne F.;Bakker, Arthur
教育和工作的多样性和流动性提出了一个重大挑战，需要在教育理论中更好地概念化。教育学者用边界的概念，特别是跨越边界和边界物体的概念来解决这一挑战。尽管关于边界跨越和边界物体的研究强调边界具有学习潜力，但并没有阐明它们是如何发挥作用的。通过回顾这些文献，本文提供了对作为对话现象的边界的理解。对文献的回顾揭示了可以在边界处发生的四种潜在的学习机制：识别、协调、反思和转变。这些机制显示了社会文化差异以及由此产生的行动和互动的不连续性可以作为发展交叉身份和实践的资源的各种方式。
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.