Hill, J, Thomas, G, Diaz, A and Simm, D (2016) 'Borderland spaces for learning partnership: opportunities, benefits and challenges.' Journal of Geography in Higher Education, 40 (3). pp. 375-393. ISSN 0309-8265
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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.
| Item Type: | Article |
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| Note: | First published online on 16 February 2016 ahead of its inclusion in an issue. |
| Keywords: | Learning space, borderland, learning partnership, self-authorship, fieldwork, social media, peer-assisted learning, student research |
| Subjects: | G Geography. Anthropology. Recreation > G Geography (General) L Education > L Education (General) |
| Divisions: | School of Sciences |
| Identification Number: | https://doi.org/10.1080/03098265.2016.1144728 |
| Date Deposited: | 18 Feb 2016 12:19 |
| Last Modified: | 15 Aug 2021 09:41 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/7268 |
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