Crossing borders as a paradigm for innovative practice

The metaphor of this report is the teacher as border-crosser; implying a dialogical relationship with students. At the level of teaching this border crossing aims to enter the land of the students the learner zone  using examples and tropes from their world as a way of explaining academic ideas and approaches. This report draws from my experience working with ‘non-traditional learners’ in education in the community projects and demonstrates how through co-construction of the curriculum and focused action research projects  engagement with students can reach another level.