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ERIC Number: EJ828011
Record Type: Journal
Publication Date: 2007-Jul
Pages: 18
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1074-9039
Boundary-Crossing Competence: Theoretical Considerations and Educational Design
Walker, Dana; Nocon, Honorine
Mind, Culture, and Activity, v14 n3 p178-195 Jul 2007
This article provides a conceptual account and empirical analyses of the development of "boundary-crossing competence"--the ability to function competently in multiple contexts--using representative cases from two after-school programs with immigrant and low-socioeconomic status students. Our findings suggest that organizational designs that create networks of related communities of practice can provide opportunities for nondominant students to develop boundary-crossing competences through participation in expanded, horizontal--rather than hierarchal--systems of what Moll and colleagues have called "networked expertise." These new directions in understanding competence have important implications for improving learning designs for nondominant students. (Contains 14 footnotes and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Colorado