Learning lives across educational boundaries. Continuity and discontinuity in learning trajectories.

Autor/in	Erstad, Ola
Titel	Learning lives across educational boundaries. Continuity and discontinuity in learning trajectories.
Quelle	In: International journal for research on extended education, 3 (2015) 2, S. 9-22 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2196-3673; 2196-7423
DOI	10.25656/01:22997 10.3224/ijree.v3i2.20886
URN	urn:nbn:de:0111-pedocs-229976
Schlagwörter	Interview; Längsschnittuntersuchung; Sekundarbereich; Lernaktivität; Lernen; Lernerfahrung; Studieninteresse; Kontinuität; Entwicklungsprozess; Norwegen
Abstract	In this article, I discuss educational boundaries as experienced by the learner across different contexts, activities and interests. Learning is understood as a trajectory beyond situated contexts. The analytical focus is how learning trajectories are experienced as continuity or discontinuity by students across in-school and out-of-school settings. The analysis draws on findings from a longitudinal project in one multicultural community of Oslo, using mainly observational and interview methodologies. The findings show that educational boundaries are often blurred and represent different learning trajectories beyond simple dichotomies of continuation or discontinuation in learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3