Search results for "boundary-crossing"
showing 3 items of 3 documents
On the typology of motion events in Aymara
2021
This paper investigates the lexicalization pattern of motion events in Aymara, an Andean language spoken in Bolivia, Peru, and Chile. After providing a description of the morphosyntax of translational motion events, this study aims at a preliminary typological classification of Aymara within the framework of Talmy’s typology (Talmy 2000). With this purpose, three diagnostic tests have been used to determine the basic framing-typology of motion events. These tests consider i) the size of manner-of-motion lexicon and, more broadly, the degree of manner salience, ii) the complex-path constructions and the use of ‘plus-ground’ clauses, iii) the expression of boundary-crossing. The results of th…
Dannelse og samskaping av utdanning mellom akademia og sykehjem
2020
Cultivation and co-creation of education between academy and nursing home - a critical ethnography study Collaboration between academy and practice in education is emphasized. In this study, we explored and described boundary-crossing spaces, when co-creating an adjusted educational program for nursing students in a nursing home in Norway. Our aim was to explore how to learn person-centered dementia care through the participants in a learning community. A critical ethnographic approach and method with observations, field n otes, minutes of board, spontaneous meetings, and focus groups particularly with the students were used. Data were analyzed with six-step thematic analysis by Braun and…
Between school and working life: Vocational teachers agency in boundary-crossing settings
2009
This paper investigates agency among vocational teachers with reference to boundary-crossing between school and working life. Our study utilised interviews with sixteen Finnish vocational teachers. Adopting a narrative analysis approach, we found that the teachers had a variety of forms of exercising agency in terms of decisions deliberately taken, and the discourse and actions following these decisions. These forms were: (i) restricted agency, (ii) extensive agency, (iii) multifaceted balancing agency, (iv) situationally diverse agency, and (v) relationally emergent agency. The exercising of agency was intertwined with the main resources and constraints emerging from the teachers’ sense of…