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Expansive Learning as Production of Community


by Line Lerche Mørck — 2010

This chapter contributes a framework for analyzing learning as an expansive process in which ethnic minority young men come to partly transcend marginal positions as part of the social street work in Copenhagen, Denmark. The chapter draws on social practice approaches, such as situated learning, learning by expanding, and Danish-German critical psychology, in investigating marginalizing and expansive learning in relation to dilemmas, directionality of personal and societal trajectories, and struggles realizing common interests.


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This article originally appeared as NSSE Yearbook Vol 109. No. 1.


Cite This Article as: Teachers College Record Volume 112 Number 13, 2010, p. 176-191
http://www.tcrecord.org ID Number: 18413, Date Accessed: 5/27/2017 7:46:21 AM

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About the Author
  • Line Mørck
    Aarhaus University
    E-mail Author
    LINE LERCHE MØRCK is associate professor at the Danish School of Education, Aarhus University, Denmark. Since the mid-1990s, she has researched marginalized young adults and their everyday lives, learning and transcending marginalization within fields such as vocational education, ordinary school, youth schools, social work projects, and social street work. In her book Boundary Communities, she develops a social practice theory of how to support learning and transcending marginalization through overlapping communities that is constituted across ethnic and social differences. Her recent publications in English include “Researcher Positioning—Muslim "Otherness" and Beyond (2009, Qualitative Research in Psychology), “Young Ethnic Minorities in Education: How to Expand Possibilities for Learning and Transcending of Marginalization” (2007, in Citizen City: Between Constructing Agent and Constructed Agency), and “Critical Psychology in the Danish Context” (2006, Annual Review of Critical Psychology).
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