Borderland spaces for learning partnership: opportunities, benefits and challenges
Authors: Hill, J., Thomas, G., Diaz, A. and Simm, D.
Journal: Journal of Geography in Higher Education
Volume: 40
Issue: 3
Pages: 375-393
eISSN: 1466-1845
ISSN: 0309-8265
DOI: 10.1080/03098265.2016.1144728
Abstract:This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence in accepting agency in learning, moving towards critical thinking and reflective judgement, thereby developing self-authorship. They acquire new knowledge, skills and facets to their identity. They also feel anxiety as they take on new roles and adopt a partnership ethos. Faculty must guide students to support their successful navigation into and out of borderland spaces.
https://eprints.bournemouth.ac.uk/23439/
Source: Scopus
Borderland spaces for learning partnership: opportunities, benefits and challenges
Authors: Hill, J., Thomas, G., Diaz, A. and Simm, D.
Journal: JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
Volume: 40
Issue: 3
Pages: 375-393
eISSN: 1466-1845
ISSN: 0309-8265
DOI: 10.1080/03098265.2016.1144728
https://eprints.bournemouth.ac.uk/23439/
Source: Web of Science (Lite)
Borderland spaces for learning partnership: opportunities, benefits and challenges
Authors: Hill, J., Thomas, G., Diaz, A. and Simm, D.
Journal: Journal of Geography in Higher Education
Volume: 40
Issue: 3
Pages: 375-393
ISSN: 0309-8265
Abstract:© 2016 Taylor & Francis This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence in accepting agency in learning, moving towards critical thinking and reflective judgement, thereby developing self-authorship. They acquire new knowledge, skills and facets to their identity. They also feel anxiety as they take on new roles and adopt a partnership ethos. Faculty must guide students to support their successful navigation into and out of borderland spaces.
https://eprints.bournemouth.ac.uk/23439/
Source: BURO EPrints