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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935


License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


Becoming at the Borders: the Role of Positioning in Boundary-Crossing between University and Workplaces 1120

Amenduni F.
MD, Master student, Department of Educational Sciences, Psychology, Communication, University of Bari, Bari, Italy

Ligorio M.B.
PhD, Associate Professor, Department of Educational Sciences, Psychology, Communication, University of Bari, Bari, Italy

Boundaries-crossing from university to workplaces is one of the most meaningful crisis for the professional development of the young people. Students need to develop cultural tools to solve their inner conflicts typical of this phase. In this study, the Dialogical Self Theory is used, inspired by Bakhtin, to define cross-boundaries in terms of identity positions development. The Trialogical Learning Approach is applied to design collaborative activities implemented during the course, aimed at building professional objects, designed together with some companies. During the course, students are required to build and maintain e-portfolios, which we consider as the place where cross-boundaries of I-positions can be observed. One case is selected as representative of the trajectories toward the so-called trialogical position that has a professional nature and takes into account the objects built. The results show an expansion of the student identity position repertoire, including future, professional and collective positions. Furthermore, the object designed with the company is perceived as a boundary-object that supports the shift from present to future positions and from university to professional communities.

Keywords: dialogical identity, Trialogical learning, boundary-crossing, boundary objects, I-positions

Column: In celebration of the 120th birthday of Lev S. Vygotsky


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