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  • 1.
    Ekström, Kenneth
    et al.
    ITU, Umeå universitet.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication.
    Övergångar under förskoleåren som kritiskahändelser för barnet, föräldrarna och verksamheten – en forskningsöversikt2008In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, no 1, p. 45-61Article in journal (Refereed)
    Abstract [sv]

    Vad vet vi om den betydelse övergångar under förskoleåren har för barnet, föräldrarna och verksamheten i förskolan? Vad säger forskningen? Vilka övergångar har man framför allt studerat, vilka aspekter har man undersökt och vad har man kommit fram till? I artikeln redovisas bakgrunden till problemområdet, en genomgång av aktuell forskning om övergångar i barns och ungas liv med fokus på förskoleåren fram till skolstarten. Artikeln avslutas med en diskussion om vilka implikationer som kan dras inför kommande studier inom området.

  • 2.
    Ekström, Kenneth
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Serrander, Fia
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Understanding Children’s Learning Journeys fromPreschool into School, a Swedish Context.2012Conference paper (Refereed)
  • 3.
    Garpelin, Anders
    Umeå University, Sweden.
    Accepted or Rejected in School2004In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 3, no 4, p. 729-742Article in journal (Refereed)
    Abstract [en]

    In the classroom, young people in their role of pupils are supposed to focus on and respond to the teaching plan. At breaks, the norms and rules may differ and are more similar to life outside the school. Peer rejection is part of this life. According to Swedish school legislation, schools shall counteract all forms of insulting treatment. Still, recently a young woman appealed her case to the Supreme Court. She sued the authorities for not preventing bullying. The aim of this article is to analyse and discuss victimization and bullying as a part of school life, from the perspective of young people. Data from a longitudinal comparative ethnographic case study of two school classes, carried out with an interpretive approach and a relational interpretation perspective, are scrutinized. The results are mainly from qualitative interviews with 62 young people on three occasions (age 12-21). Both individual and collective victimization occur frequently in the social world of the school, mostly within their own school classes and often even in their own peer group, victimization without their teachers’ knowledge. For those suffering, the question of being accepted or rejected might be of crucial importance for their career as pupils as well as from a more general life perspective.

  • 4.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kapitel 2 Samlade utgångspunkter för forskningsprojektet ”Gränsland, broar och passageriter”2018In: Att förstå barns vägar till lärande under övergången från förskola till skola / [ed] Anders Garpelin och Gunilla Sandberg, Västerås: Mälardalens högskola , 2018, 2, , p. 260p. 9-25Chapter in book (Refereed)
  • 5.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transition to School: A Rite of Passage in Life2013In: Transitions to School - International Research, Policy and Practice.: International Perspectives on Early Childhood Education and Development 9 / [ed] B. Perry, S. Dockett, & A. Petriwskyj, Dordrecht: Springer, 2013, p. 117-128Chapter in book (Refereed)
  • 6.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication.
    Ung i skolan: om övergångar, klasskamrater, gemenskap och marginalisering2003Book (Other academic)
    Abstract [sv]

    Boken dokumenterar livet i skolan från elevernas/ungdomarnas perspektiv. Detta är i sig en tämligen ovanlig ansats och ännu mer ovanligt är att forskningen är longitudinell. Den sträcker sig över närmare ett decennium. Utgångspunkten är att ett material som insamlats i två högstadieklasser under tre hela läsår kompletterat med intervjuer med samma ungdomar efter de fyllt 20 år, d.v.s. då de flesta genomgått gymnasieskolan. Avsnittet Transitionen rör övergången till högstadiet då ungdomarna byter skola, skolmiljö och klasskamrater, en övergång mellan skolbarnens värld till skolungdomarnas värld, något som kan tolkas som en passagerit mellan barndom och ungdom. Klassbildningsprocessen fokuserar hur ungdomarna med sina skilda bakgrunder, erfarenheter, förutsättningar och ambitioner lever tillsammans i skolklassen. Den ena klassen var känd som en stökig klass, medan den andra omtalades som lärarnas favoritklass. I den tredje delen ger ungdomarna en bild av Skolan i backspegeln. I den avslutande delen sammanfattas intrycken och kopplas både till ett utvecklingsperspektiv för ungdomarna och till ett samhällsperspektiv med frågor om hur högstadiet fungerar i relation till samhällets förväntningar och ambitioner. Ett exempel på analyser gäller utsatthet och marginalisering, om de ständiga processer med exkludering/inkludering som skolan innebär som livsmiljö och som utgör en ständig grogrund för mobbning, marginalisering och utanförskap. Ett annat exempel gäller hur olika livsvillkor, som huruvida man kommer från landet eller staden, kan komma att utgöra grund för ett slags kollektiv utsatthet och hur detta slag av utsatthet karakteriseras som något helt annat än individuell utsatthet. Ett tredje exempel på analyser gäller hur ungdomarna i en social process i samspel med varandra skapar sin egen och är medskapande i varandras identiteter som unga människor, något som samtidigt visar sig utgöra en viktig förutsättning för deras möjligheter att utveckla sina roller och karriärer som elever. Studien är longitudinell och komparativ till sin karaktär och genomförs med en interpretativ etnografisk forskningsansats med omfattande insamling av data från deltagande observation, mikroetnografi och intervjuer. Även om allt material är grund för analyserna i boken, så står det datamaterial som samlades in genom de drygt 150 kvalitativa forskningsintervjuer mest i fokus.

  • 7.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Bellam, Nadine
    University of Waikato, Hamilton, New Zealand.
    Perry, Bob
    Charles Sturt University, Albury-Wodonga, Australia.
    International Perspectives on the Pedagogies of Educational Transitions2017In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Springer, Springer, 2017, 1, p. 1-12Chapter in book (Refereed)
  • 8.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Docket, Sue
    Charles Sturt University, Albury-Wodonga, Australia.
    Perry, Bob
    Charles Sturt University, Albury-Wodonga, Australia.
    Einarsdóttir, Jóhanna
    University of Iceland, Reykjavik, Iceland.
    Peters, Sally
    University of Waikato, Hamilton, New Zealand.
    Dunlop, Aline-Wendy
    University of Strathclyde, Glasgow, UK.
    Pedagogies of Educational Transition: Current Emphases and Future Directions2017In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Springer, 2017, 1, p. 275-298Chapter in book (Refereed)
  • 9.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ekström, Kenneth
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transitions in Early Childhood Education2008Conference paper (Refereed)
  • 10.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ekström, Kenneth
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transitions as Critical from a Perspective o fInclusive Education – Part I: Transitions in Pre-school and to the first SchoolYear2009Conference paper (Refereed)
  • 11.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ekström, Kenneth
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transitions in Early Childhood Education from a Perspective of Inclusive Education2010Conference paper (Refereed)
  • 12.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication.
    Övergångar i förskolan som kollektiva passageriter ellersmidiga transitioner – en intervjustudie2008In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, no 1, p. 63-84Article in journal (Refereed)
    Abstract [sv]

    Vad betyder de övergångar mellan åldersbestämda avdelningar som många barn går igenom under sina år i förskolan, ur barnets och ur verksamhetens perspektiv? I artikeln redovisas bakgrunden till varför frågan är aktuell, resultat från en mindre studie, samt vilka implikationer resultaten kan ge för kommande forskning. I studien intervjuas nio förskollärare från två förskolor, som skiljer sig åt med avseende på synsätt och hur övergångarna organiseras. Den ena har ”strikta” övergångar som i skolan med en årskull per avdelning, medan den andra har mer ”smidiga” övergångar och en uppdelning på småbarnsgrupp och storbarnsgrupp. På förskolan med ”strikta” övergångar verkar dessa uppfattas som mer självklara, som en naturlig ”transition”. På den andra förskolan verkar övergången bli mindre tydlig och föremål för individuella överväganden, där det enskilda barnets ”mognad” vägs in. En implikation inför kommande forskning är betydelsen av att anlägga en helhetssyn, där alla berördas perspektiv och förutsättningar vägs in tillsammans med de villkor som gäller för verksamheten.

  • 13.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication.
    Ekström, Kenneth
    ITU, Umeå University, Sweden.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication.
    How to organise transitions between units in preschool: Does it matter?2010In: International journal of transitions in childhood, ISSN 1833-2390, Vol. 4, p. 4-12Article in journal (Refereed)
    Abstract [en]

    The aim of this study is, to deepen our understanding of what transitions within a preschool institution mean from the perspective of those involved. The issue is important to focus on, since an overview of research shows, that there are hardly any studies made on transitions within preschools. In the study presented nine preschool teachers were interviewed, representing two preschools differing in approach regarding how the transitions between different units were organised. One of the preschools had “marked” transitions between four units for groups of children strictly based on age. The transitions were perceived as a matter of course, as something natural. The other preschool with only two groups, one for younger children and one for older children, had “smoother” transitions based on individual considerations. Here, the maturity of the individual child was taken into account. In the interpretation of the results, in order to gain a deeper understanding of the meaning of the transitions for the people involved, using the concept of rites of passage, two approaches were revealed. The first regarded transitions to be a part of the pedagogy, supporting the natural development of the child, as a rite of passage, leaving one social stage in their life and move over to another. The second saw transitions as necessary due to external factors, trying to attain a pedagogical environment, where transitions were as smooth as possible, with no marked rites of passage, not for the individual, not for the collective.

  • 14.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, AnetteMälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Barn och Unga i Skola och Samhälle2017Collection (editor) (Refereed)
  • 15.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Children and Young People in School and in Society: An Introduction2015In: Children and Young People in School and in Society, New York: Nova Science Publishers, Inc., 2015, p. 1-7Chapter in book (Refereed)
  • 16.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, GunillaMälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Att förstå barns vägar till lärande under övergången från förskola till skola.2018Collection (editor) (Refereed)
  • 17.
    Garpelin, Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    School Starts now! Transitions to School from a Perspective of Inclusive Education2010Conference paper (Refereed)
  • 18.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Andersson, Susanna
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    LÄSA - SKRIVA - RÄKNA: Varför når inte alla skolans mål trots de insatser som sätts in?2013Book (Refereed)
    Abstract [en]

    This qualitative in-depth study is a follow-up and evaluation of the “intervention guarantee” in the city of Västerås, Sweden. The work based upon that task is the starting point for this report. The aim of the study is to deepen the understanding of the problems linked to the question: Why do some children, despite interventions, not attain the goal – the ability to read, write, and do arithmetic by the end of the third grade? An interpretive approach was applied to fulfill the aim of the study. Empirical data were collected in two ways: qualitative interviews with teachers and special needs educators, and an ethnographic case study including participant observation, interviews with teachers, and collection of documents. Supported by the interviews with each teacher category – special needs educators and classroom teachers in grades 3 and 4 – and the results of the case study, a picture emerges of how the schools respond to children who do not attain learning objectives in the relevant areas of knowledge and what may facilitate or prevent their positive development. The study shows that concerted efforts are being made in the “reading, writing, arithmetic” area in the schools. Many of them have comprehensive educational programmes intended to ensure that children who face obstacles in the language, writing, reading and arithmetic process will attain learning objectives. Constructive cooperation between classroom teachers and special needs educators is usually found in the most successful schools. Another “picture” also emerges in the interviews about the schools’ capacity to meet all the needs of different children: respondents identified factors including lack of resources and inadequate teaching skills development as explanations for why various children do not achieve goals at school. 

     

     

  • 19.
    Hellblom-Thibblin, Tina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Gunilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives2017In: POET Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry, Anders Garpelin, Schweiz: Springer, 2017, 1, p. 43-58Chapter in book (Refereed)
    Abstract [en]

    In this chapter we explore teachers’ perceptions of children’s diversity in different educational settings. Using interviews with teachers from Swedish preschools, preschool classes and the first grade in primary school, we aim to study transitions in school from the perspectives of several actors. The theoretical framework we employ is influenced by an ecological approach to understanding children’s needs in educational transitions. The teachers’ reflections on these three transitions emphasised the importance of context when responding to children’s needs. The teachers also described transitions as dynamic processes in which factors and conditions at different levels interact.

  • 20.
    Persson, Helena
    et al.
    Umeå University, Umeå, Sweden.
    Ekborg, Margareta
    Umeå University, Umeå, Sweden.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication.
    Ämnesintegrerad undervisning i naturvetenskap: Vad är det?2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 1, p. 47-60Article in journal (Refereed)
    Abstract [en]

    Biology, chemistry and physics might be taught as separate subjects, but sometimes they are taught as combined with one another or with other subjects. Nationally and internationally the concept integrated science teaching lacks a uniform definition. To find out more about how practicing teachers define and perform integrated teaching, interviews were undertaken with five teachers, teaching science in school year 7 to 9 (age 13-16) in the Swedish compulsory school. Two ways of integrating science teaching were found; one combining the science subjects and one combining the science subjects with other school subjects. Results showed differences in the ways of teaching integrated science, in the interpretation of what the teachers meant by science integrating teaching and which obstacles and possibilities they saw. Visions about working with integrated science in the future and how these visions correspond to teacher’s reality is also discussed.

  • 21.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, AndersMälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Children and young people at school and in society2015Collection (editor) (Refereed)
    Abstract [en]

    This is a book for everyone trying to improve early childhood education and special needs education. The main goal with this book is to describe theoretical and empirical research on early childhood education and special needs education that focuses on children and students' learning conditions. This book is dominated by a research tradition which stays close to practice. The chapters focus on research pertaining to preschool, school and its participants in different social contexts, and studying ways in which preschool and other schools offer pedagogical challenges to children with different abilities and experiences. The chapters include children's encounters with language, entrepreneurial learning, music education and indoor environments in preschool. Some chapters highlight transitions between preschool, and school, as well as the processes of social interaction and identity. The chapters also deal with questions about inclusion and special educational needs. Children and Young People in School and in Society offers an insight into children and students' learning conditions of Twenty-first century early childhood education and special needs education. It provides an informative reading experience for students, researchers and policy makers, and even parents that are interested in this subject.

  • 22.
    Sandberg, Anette
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Inledning2017In: Barn och unga i skola och samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalen Studies in Educational Sciences , 2017, p. 1-7Chapter in book (Refereed)
  • 23.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Ekström, Kenneth
    Umeå universitet, Sweden.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kallberg, Pernilla
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Educational Practices and Children's Learning Journeys from Preschool to Primary School2017In: Pedagogies of Educational Transitions: European and Antipodean Research / [ed] Nadine Ballam, Bob Perry and Anders Garpelin, Switzerland: Springer International Publishing , 2017, p. 239-256Chapter in book (Refereed)
  • 24.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kapitel 1 Inledning2018In: Att förstå barns vägar till lärande under övergången från förskola till skola / [ed] Anders Garpelin och Gunilla Sandberg, Västerås: Mälardalens högskola , 2018, 2, , p. 260p. 1-7Chapter in book (Other academic)
  • 25.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kapitel 12 Avslutning2018In: Att förstå barns vägar till lärande under övergången från förskola till skola / [ed] Anders Garpelin och Gunilla Sandberg, Västerås: Mälardalens högskola , 2018, 2, , p. 260p. 217-223Chapter in book (Other academic)
  • 26.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Pedagogical Transitions from the Perspective of Children in Sweden2015Conference paper (Refereed)
  • 27.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teacher’s perspective on how to promote children’s learning in reading and writing2015In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 30, no 4, p. 505-517Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to deepen the understanding of teacher’s perspective on how to promote all children’s learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1. The result shows there is a lack of sharing information and experiences, between preschool class and grade 1, concerning reading and writing activities and instructions. The teachers’ perspectives on reading and writing instruction can be described as pluralistic, in the sense that each teacher refers to several strategies and approaches to promote learning and development related to reading and writing. The variation of children appears to give meaning to the work of the teachers in the study, though it also is associated with challenges e.g. the experience of being alone and not sufficient to support children’s different abilities, experiences and needs. According to teachers in the study, the additional support in schools is more remedial than preventive since the resources are mainly invested in older students.

  • 28.
    Sandberg, Gunilla
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hellblom-Thibblin, Tina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Garpelin, Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Transition to school: A Swedish perspective2014In: Early Childhood Folio, ISSN 0112-0530, Vol. 18, no 2, p. 15-21Article in journal (Refereed)
    Abstract [en]

    This article reports findings from an ethnographic study aiming to deepen the understanding of the transition from preschool into school, with special regard to participation and learning, from the perspective of students and teachers involved. The results show that, although children appear well prepared and comfortable facing school, a system that requires two transitions within one year is problematic given the change in activities, roles, and relationships for children. In terms of literacy activities, preschool and Year 1 are weakly linked and there is no arena for teachers to develop a common ground for pedagogical discussion, a “borderland”.

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