Borders in Play is a community-engaged learning project that, in the fall of 2017, brought together 45 5th grade school children from Columbia Elementary School with Kenyon students enrolled in SPAN 380 to explore key concepts in borderlands theory via the study and enjoyment of memorable children’s stories and poems.
This project was conceived as a way of bringing an academic disciplinary theme, borderland theories, into a real-life context. It examines how the notion of borders goes well beyond lines on a map and into many aspects of everyday life. It also explores how literature, in this case children’s stories and poetry can help us all negotiate the separations created by those borders.
Kenyon students followed a pedagogical model aimed at enabling skills that support literacy and learning, while at the same time exploring themes of “otherness,” difference and diversity, which often are part of the daily experiences of childhood. Importantly, the elementary school children also were exposed to Kenyon students as role models and friends.
For our Kenyon students, the project allowed them to frame issues such as socioeconomic differences, marginalization and borders from multiple perspectives and contexts, thus enriching their understanding of key concepts in borderland theory. It also offered them a window into how the academic endeavor can be applied to have a meaningful impact to improve local civic life. In this way, the approach followed in this project achieved the key pillar of community-engaged learning pedagogy, namely, the delivery of tangible, public good benefits to all parties engaged in the process.
Below, you can explore the materials created by the Kenyon students in the course of this project, including lesson plans, reflections, presentations, and a gallery.
Browse the Borders in Play Collections:
- Borders in Play Columbia Elementary Student Engagement Gallery
- Borders in Play Columbia Elementary Student Engagement Reflections