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Borderland spaces for learning partnership: opportunities, benefits and challenges

Hill, Jennifer; Thomas, Greg; Diaz, Anita; Simm, David

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Authors

Jenny Hill Jennifer.Hill@uwe.ac.uk
Associate Professor in Teaching and Learning

Greg Thomas

Anita Diaz

David Simm



Abstract

© 2016 Informa UK Limited, trading as Taylor & Francis Group. 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.

Citation

Hill, J., Thomas, G., Diaz, A., & Simm, D. (2016). Borderland spaces for learning partnership: opportunities, benefits and challenges. Journal of Geography in Higher Education, 40(3), 375-393. https://doi.org/10.1080/03098265.2016.1144728

Journal Article Type Article
Acceptance Date Aug 18, 2015
Publication Date Jul 2, 2016
Deposit Date Sep 16, 2015
Publicly Available Date Feb 16, 2017
Journal Journal of Geography in Higher Education
Print ISSN 0309-8265
Electronic ISSN 1466-1845
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 40
Issue 3
Pages 375-393
DOI https://doi.org/10.1080/03098265.2016.1144728
Keywords learning space, borderland, learning partnership, self-authorship, fieldwork, social media, peer assisted learning, student research
Public URL https://uwe-repository.worktribe.com/output/919756
Publisher URL http://dx.doi.org/10.1080/03098265.2016.1144728
Additional Information Additional Information : This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 16 February 2016, available online: http://www.tandfonline.com/10.1080/03098265.2016.1144728

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