Working in boundary practices: Identity development and learning in partnerships for inclusive education

Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom

“…Establishing interdisciplinary teams involves negotiating roles and spaces as the traditional work boundaries are crossed (Waitoller & Kozleski, 2013). Boundaries indicate a disjuncture in practice between sites that have relevance to each other.…”

“…Boundaries indicate a disjuncture in practice between sites that have relevance to each other. Boundary practices are those practices in which the involved players are engaged (Waitoller & Kozleski, 2013). Therefore, the development of neophyte professionals, management of the complex health issues of patients, or the support of children's learning can lead to boundary practices, as common goals are pursued in different ways by different groups of players, dependent upon the perspective held.…”

Creating and Sustaining Professional Learning Partnerships: Activity Theory as an Analytic Tool.

“…Alsup ( 2006) argues that although the school and the university have different practices in preparing teachers, they are both fundamentally concerned with the development of teacher quality. Notions of boundary can be found in university-school partnership literature (Allen, et al, 2013;Arhar et al, 2013;Smedley, 2001;Tsui & Law, 2007;Waitoller & Kozleski, 2013). For example, drawing on the theoretical framework of activity theory, Tsui and Law (2007) claim that contradictions between supervising teachers and tertiary mentors can be resolved by creating a space where all participants can generate collective knowledge by crossing community boundaries in the professional experience.…”

“…A common focus has been recognising that conceptualising and developing productive boundary zones -dialogic spaces, between the university and schools and in particular between academics and teachers is crucial. Waitoller & Kozleski (2013) suggest that school-university partnerships should establish a boundary zone in which new learning trajectories of participants are created through negotiation. Frequently this zone is beset by historically embedded hierarchies, and populated by mismatches in priorities, resource constraints, uncertain role definitions and institutional imperatives.…”

Tensions in the New Millennium: Inclusion Ideology and Education Policy in the Finnish Comprehensive School

“…We see inclusive, participatory teaching as an educational experience for the whole generation: no one is excluded due to a disability or any other quality (see Ladonlahti & Naukkarinen, 2006;Waitoller & Kozleski, 2013). Inclusion and integration are usually presented in pedagogic literature as comparable concepts because both place pupils in need of assistance in regular groups (Viitala, 2004, pp.…”