Borderland spaces for learning partnership: opportunities, benefits and challenges

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

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