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

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

    Onderzoeksoutput: Hoofdstuk in Boek/Rapport/CongresprocedureConferentiebijdrageAcademicpeer review

    Samenvatting

    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.
    Originele taal-2Engels
    TitelMoving through cultures of learning: Meeting of the European Association of Research on Learning and Instruction (EARLI) SIG10 and SIG21, Utrecht, September 2–3, 2010
    StatusGepubliceerd - 2010
    EvenementMeeting of the EARLI Special Interest Groups (SIG10 and SIG2010) - Utrecht, Nederland
    Duur: 2 sep 20103 sep 2010

    Congres

    CongresMeeting of the EARLI Special Interest Groups (SIG10 and SIG2010)
    Land/RegioNederland
    StadUtrecht
    Periode2/09/103/09/10
    AnderEARLI SIG 20 and 21 Conference

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