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

被引:77
作者
Bronkhorst, Larike H. [1 ]
Akkerman, Sanne F. [1 ]
机构
[1] Univ Utrecht, Dept Educ, NL-3508 TC Utrecht, Netherlands
关键词
Learning across contexts; Continuity; Discontinuity; Out-of-school learning; Boundary crossing; Multisystemic perspective; TEACHER-EDUCATION; STUDENTS MOTIVATION; IDENTITY CONSTRUCTION; CROSSING BOUNDARIES; 5TH DIMENSION; LINKING HOME; IN-SCHOOL; SCIENCE; LITERACY; KNOWLEDGE;
D O I
10.1016/j.edurev.2016.04.001
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In response to various societal changes, schools are increasingly developing an outward orientation, seeking to connect to students' out-of-school participations. Simultaneously, educational research is starting to adopt a multisystemic approach to learning. Focusing on continuity and discontinuity in students' learning across school and out-of-school contexts, we synthesize 186 empirical studies. After conceptualizing school and out-of-school in relation to each other, we find that continuity can be the result of different educational intentions, but it also occurs as a given. Discontinuity is mainly found for non-mainstream students, with severe implications for students' learning and participation in school. Some studies show how different actors, including students, deliberately seek discontinuity, challenging the widespread preference for continuity. We discuss the (im)possibilities for schools in connecting to students' wider lives and advance the degrees of freedom afforded in school as an underlying condition for establishing continuity. (C) 2016 Elsevier Ltd. All rights reserved.
引用
收藏
页码:18 / 35
页数:18
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