2015 (English)In: Encyclopedia of Science Education / [ed] Richard Gunstone, Springer Netherlands, 2015, 132-133 p.Chapter in book (Refereed)
Border crossing provides a lens for analyzing science learning as cultural acquisition and science teaching as cultural transmission. Thus, science is deemed as culture rather than absolute truth. The generic construction of border crossing assumes the existence of borders between two (or more) distinguishable cultures/subcultures that, to a varying degree, represent obstacles for individuals to cross. The notion of border crossing has been used widely in science education research to conceptualize difficulties that students encounter in science education. In research, science classroom experiences of students and teachers have been theorized in terms of the ease with which students and teachers cross cultural borders of the science classroom. Border crossings have been categorized as smooth, manageable, hazardous, or virtually impossible (Cobern & Aikenhead, 1998). The concept of border crossing was borrowed from cultural anthropology and first applied to Western students studying science by Aikenhead (1996) with an expressed aim to encourage science educators to acknowledge inherent border crossings between students’ lifeworld subcultures and the subculture of science. The theoretical framework of cultural borders and border crossing have later been challenged for assuming subcultures as given entities and not fully taking hybridity, heterogeneity, and the situatedness of cultural practices into account (Carter, 2008).
Place, publisher, year, edition, pages
Springer Netherlands, 2015. 132-133 p.
IdentifiersURN: urn:nbn:se:su:diva-124405DOI: 10.1007/978-94-007-2150-0_354ISBN: 978-94-007-2149-4ISBN: 978-94-007-2150-0OAI: oai:DiVA.org:su-124405DiVA: diva2:885924