At the boundary of school: Continuity and discontinuity in learning across contexts

Creating intercontextuality in students learning trajectories. Opportunities and difficulties

“…Nonetheless, as Bronkhorst and Akkerman (2016) and Rajala et al (2016) have documented, research in this area is diverse and disconnected, and the plethora of concept definitions makes progress difficult. Particularly, there is a lack of longitudinal research exploring regular classroom interactions where teachers and students construct robust learning activities based on knowledge and experience from a variety of contexts.…”

Learning and teaching in the regional learning environment : enabling students and teachers to cross boundaries in multi-stakeholder practices

“…Moreover, the translation of theoretical boundary crossing concepts into a contextualised coding framework appeared to facilitate grasping the studied mechanisms. Both these methodological findings address the call for more systematic empirical studies that uncover and operationalise the theoretical concepts of boundary crossing in working and learning across contexts (Akkerman & Bakker, 2011;Bakker & Akkerman, 2014;Bronkhorst & Akkerman, 2016;Edwards, 2012).…”

“…Instead of looking at a learner as being a single object who learns in one single context at a time, educational scholars recently started to theorise an individual learner as being part of different practices simultaneously (Akkerman & Van Eijck, 2013;Bronkhorst & Akkerman, 2016;Konkola et al, 2007). In this multisystemic perspective on learning, learning is seen as a process that can move across multiple contexts (Bronkhorst & Akkerman, 2016).…”

“…Linking the various contexts through dialogue, and explicating boundaries between them, appears to be important for a learner since it enables to create continuity in learning between various contexts (Akkerman, 2011). This continuity positively influences interest development and the motivation for further learning (Bronkhorst & Akkerman, 2016).…”

“…In this multisystemic perspective on learning, learning is seen as a process that can move across multiple contexts (Bronkhorst & Akkerman, 2016). Linking the various contexts through dialogue, and explicating boundaries between them, appears to be important for a learner since it enables to create continuity in learning between various contexts (Akkerman, 2011).…”