Borderland spaces for learning partnership: opportunities,benefits and challenges |
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| Authors: | Jennifer Hill Greg Thomas Anita Diaz David Simm |
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| Institution: | 1. Faculty of Environment and Technology, Department of Geography and Environmental Management, University of the West of England, Bristol, UK;2. Department of Geography and Earth Sciences, Aberystwyth University, Aberystwyth, UK;3. Faculty of Science &4. Technology, Department of Life &5. Environmental Sciences, Bournemouth University, Poole, UK;6. Department of Social Sciences, Bath Spa University, Bath, UK |
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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. |
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| Keywords: | Learning space borderland learning partnership self-authorship fieldwork social media peer-assisted learning student research |
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