Borderland spaces for learning partnership: opportunities, benefits and challenges

Hill, Jennifer ORCID: 0000-0002-0682-783X, Thomas, Greg, Diaz, Anita and Simm, David (2016) Borderland spaces for learning partnership: opportunities, benefits and challenges. Journal of Geography in Higher Education, 40 (3). pp. 375-393. doi:10.1080/03098265.2016.1144728

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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
Article Type: Article
Uncontrolled Keywords: Learning space; Borderland; Learning partnership; Self-authorship; Fieldwork; Social media; Peer assisted learning; Student research
Related URLs:
Subjects: G Geography. Anthropology. Recreation > GB Physical geography
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Environmental Dynamics & Governance
Depositing User: Marta Kemp
Date Deposited: 29 Jan 2020 14:59
Last Modified: 01 Jun 2020 15:19
URI: http://eprints.glos.ac.uk/id/eprint/8004

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