Text

Educational Contexts and Borders through a Cultural Lens Looking Inside, Viewing Outside

---

This book provides a ℓ́ℓcontextℓ́ℓ of discussion for researchers and educational experts in order to rethink the relationship between actors, practices and borders within the educational contexts. The research in educational psychology has often challenged the concept of ℓ́ℓeducational contextℓ́ℓ. According to the different theoretical frameworks, the construct of contexts, their borders, and the dimensions to be taken into account have all been defined in different ways. The book offers a reflection that goes from theory to practice and backward from practice to theory. The main research questions the book addresses are how actors, i.e. teachers, parents and students, educators, and professionals, with their own identity and social representations, build their educational practices, or, their shared cultural spaces where knowledge is generated, defining the borders of the educational contexts. The book proposes that a border is a type of membrane within and outside the educational setting bringing together different actors, groups and cultures. The book presents the perspectives of scholars and educational experts from various parts of the world, including Brazil, Argentina, Italy, Japan, and the United Kingdom. They shed light on what happens at the border in different cultural contexts, and what the relationship is between the educational setting and the other life contexts or micro-cultures.

---

Availability

No copy data

Detail Information

Series Title

-

Call Number

306.43

Publisher

Cham : Springer., 2015

Collation

xxi, 366 pages : illustrations ; 24 cm

Language

English

ISBN/ISSN

9783319187655

Classification

306.43

Content Type

-

Media Type

-

Carrier Type

online resource

Edition

-

Subject(s)

Educational Anthropology

Specific Detail Info

-

Statement of Responsibility

-

Other Information

Cataloger

Kurnadi

Source

-

Validator

-

Other version/related

File Attachment

Comments

---

You must be logged in to post a comment