Borderland spaces for learning partnership: opportunities, benefits and challenges

Jennifer Hill, Greg Thomas, Anita Diaz, David Simm

Research output: Contribution to journalArticlepeer-review

34 Citations (SciVal)

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. © 2016 Taylor & Francis
Original languageEnglish
Pages (from-to)375-393
Number of pages19
JournalJournal of Geography in Higher Education
Volume40
Issue number3
Early online date16 Feb 2016
DOIs
Publication statusPublished - 02 Jul 2016

Keywords

  • borderland
  • fieldwork
  • learning partnership
  • learning space
  • peer-assisted learning
  • self-authorship
  • social media
  • student research

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