Hill, J., Thomas, G, Diaz, A. and Simm, D, 2016. Borderland spaces for learning partnership: opportunities, benefits and challenges. Journal of Geography in Higher Education, 40 (3), 375- 393.
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PDF (This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education, published online on 16 February 2016 at http://www.tandfonline.com/10.1080/03098265.2016.1144728)
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© 2016 Taylor & Francis 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.
|Uncontrolled Keywords:||learning space: borderland: learning partnership; self-authorship; fieldwork; social media; peer assisted learning; student research|
|Group:||Faculty of Science & Technology|
|Deposited By:||Unnamed user with email symplectic@symplectic|
|Deposited On:||21 Apr 2016 11:31|
|Last Modified:||16 Feb 2017 01:08|
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