Boundary Crossing and Boundary Objects
Abstract
Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so. By reviewing this literature, this article offers an understanding of boundaries as dialogical phenomena. The review of the literature reveals four potential learning mechanisms that can take place at boundaries: identification, coordination, reflection, and transformation. These mechanisms show various ways in which sociocultural differences and resulting discontinuities in action and interaction can come to function as resources for development of intersecting identities and practices.
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The multiple voices meeting at boundaries can trigger dialogue and negotiation.
“At the same time, the multiple voices meeting at boundaries can trigger dialogue and negotiation, which can explain why confronting boundaries is recognized as not only challenging but also worthwhile to explore in relation to learning (Akkerman and Bakker 2011).”
From Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching (2020) · cites this paper as Akkerman and Bakker 2011
Technological boundaries involve the learning mechanisms identification and coordination, as they create situations in which these boundaries need to be reflected on and tackled during the collaboration.
“The technological boundaries hence involve the learning mechanisms identification and coordination, as it creates situations in which these boundaries need to be reflected on and tackled during the collaboration (Akkerman and Bakker 2011).”
From Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching (2020) · cites this paper as Akkerman and Bakker 2011
The exact mechanisms taking place at boundaries are seldom specified.
“Yet, the literature review on boundaries (Akkerman and Bakker 2011) revealed that the exact mechanisms taking place at boundaries are seldom specified, and the authors urge researchers to explicate how and in what way boundaries can support learning and transformation of practices.”
From Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching (2020) · cites this paper as Akkerman and Bakker 2011
The term boundary is often used relatively unfounded, in situations where discontinuities are expected rather than empirically detected, which is problematic if boundaries should serve as a meaningful analytic concept.
“Yet, the term”
From Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching (2020) · cites this paper as Akkerman and Bakker 2011
This corresponds to the mechanisms of coordination and transformation.
“This correspond to the mechanisms of coordination (i.e., forming cooperative exchanges between practices) and transformation (i.e., co-development of new practices) (Akkerman and Bakker 2011).”
From Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching (2020) · cites this paper as Akkerman and Bakker 2011
Boundaries manifest themselves as disturbance, conflicts, clashes and frustration.
“After all, boundaries manifest themselves as disturbance, conflicts, clashes and frustration (Akkerman and Bakker 2011;Engeström 2001).”
From Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching (2020) · cites this paper as Akkerman and Bakker 2011
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The Dynamics of Material Artifacts in Collaborative Research Teams
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Adolescence as Cultural Toolkit: High School Debate and the Repertoires of Childhood and Adulthood
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‘Boundary Encounters’ as a Place for Learning and Development at Work
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Developing teachers as agents of inclusion and social justice
Pantić, N., & Florian, L. (2015) · Education Inquiry · doi:10.3402/edui.v6.27311 · Cited by 367 · see citing works
Teacher Educator Professional Learning in the Third Space: Implications for Identity and Practice
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“The results of this study can show transferability to other professional educations (vocational, health care, etc.) that rely heavily on interaction and action across higher education and work practices (Akkerman & Bakker, 2011; Engestr € om & Toiviainen, 2010).”
BackgroundResultUnpacking the Role of Boundaries in Computer-Supported Collaborative Teaching
Willermark, S., & Pareto, L. (2020) · Computer Supported Cooperative Work (CSCW) · doi:10.1007/s10606-020-09378-w · Cited by 32 · see citing works
The Development of Teachers’ Intercultural Competence Using a Change Laboratory Method
Teräs, M., & Lasonen, J. (2013) · Vocations and Learning · doi:10.1007/s12186-012-9087-8 · Cited by 25 · see citing works
Czerniawski, G. (2023) · British Educational Research Journal · doi:10.1002/berj.3902 · Cited by 18 · see citing works
- Authors
- Akkerman, S. F., & Bakker, A.
- Affiliations
- Utrecht University (NL)
- Venue
- Review of Educational Research
- Published
- 2011-06
- Volume
- 81
- Issue
- 2
- Pages
- 132-169
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2120832154
- Cited by
- 2,361
- References
- 246
- Citations by year
- 2026: 258 · 2025: 204 · 2024: 222 · 2023: 203 · 2022: 202 · 2021: 199 · 2020: 175 · 2019: 170 · 2018: 149 · 2017: 121 · 2016: 136 · 2015: 95 · 2014: 100 · 2013: 70 · 2012: 44
- FWCI
- 246.81
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Educational Research (publishedVersion)
- Funders
- Universiteit Utrecht
- Topics
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Social Sciences › Education › Adult and Continuing Education Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- boundary crossing, boundary objects, dialogical learning, learning mechanisms, identification, coordination, reflection, transformation, sociocultural diversity, identity construction, work and education, mobility
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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