This book brings in the focus on the borders between different contexts that need to be crossed, in the process
of education.
Despite the considerable efforts of various groups of researchers all over the World, it does not seem that
traditional educational psychology has succeeded in illuminating the complex issues involved in the schoolfamily
relationship. From a methodological perspective, there is no satisfactory explanation of the connection
between representations and actual practice in educational contexts.
Crossing Boundaries is an invitation to cultural psychology of educational processes to overcome the limits
of existing educational psychology.
Eemphasizing social locomotion and the dynamic processes, the book try to capture the ambiguous richness
of the transit from one context to another, of the symbolic perspective that accompanies the dialogue
between family and school, of practices regulating the interstitial space between these different social systems.
How family and school fill, occupy, circulate, avoid or strategically use this space in between? What discourses and practices saturate this Border Zone
and/or cross from one side to the other?
Crossing Boundaries gathers contributions with the clear aim of documenting and analysing what happens at points of contact between family culture
and scholastic/educational culture from the perspective of everyday life.
This book is in itself an attempt to cross the border between the "theorizing on the borders" (and how "the outside world" and "the others" are perceived
from a certain point of view) and "the practices" that characterize the school-home interaction.