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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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Text (peer-reviewed article)
8004 Hill (2016) Borderland spaces for learning partnership opportunities, benefits and challenges.pdf - Accepted Version Available under License All Rights Reserved. Download (775kB) | Preview |
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 Quality, Enhancement and Innovation |
| Research Priority Areas: | Place, Environment and Community |
| Depositing User: | Marta Kemp |
| Date Deposited: | 29 Jan 2020 14:59 |
| Last Modified: | 04 Feb 2022 15:45 |
| URI: | https://eprints.glos.ac.uk/id/eprint/8004 |
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