Re-theorizing the social individual student dialogically across and between boundaries of multiple communities

S.F. Akkerman, M.W. Eijck, van

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

    Abstract

    Both cognitive and socio-cultural traditions have traditionally theorized learning in terms of processes of progression within single communities. Since 1995, educational scholars have started to focus on learning as a horizontal process of boundary crossing between multiple communities. Problematic in this approach is that boundaries are often analytically laid out on system level, without explaining whether and how boundaries relate to discontinuities at the level of a learning process of an individual student. What is needed is theoretical elaboration on how an individual learner can be simultaneously part of one and another practice. By drawing on a dialogical approach to Self we intend to theorize learners as participants of practices and transcendent selves. Doing so, we point out that boundaries are dynamically evolving discontinuities that mediate or obstruct potential hybridizations of school and everyday life experiences in learning.
    Original languageEnglish
    Title of host publicationMoving through cultures of learning: Meeting of the European Association of Research on Learning and Instruction (EARLI) SIG10 and SIG21, Utrecht, September 2–3, 2010
    Publication statusPublished - 2010
    EventMeeting of the EARLI Special Interest Groups (SIG10 and SIG2010) - Utrecht, Netherlands
    Duration: 2 Sep 20103 Sep 2010

    Conference

    ConferenceMeeting of the EARLI Special Interest Groups (SIG10 and SIG2010)
    Country/TerritoryNetherlands
    CityUtrecht
    Period2/09/103/09/10
    Other"Moving through cultures of learning".

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