Transboundary learning cultures and schooling (TLCS) researchers are devoted to doing transcultural, transdisciplinary, and trans-paradigmatic research in each Asia-Pacific country and region. Glocalization and the COVID-19 pandemic initiated and have transformed learning and teaching spaces, integrating daytime schooling and shadow education, individual learning and collaborative learning communities, informal and informal education, learning and teaching in real and virtual worlds, lifelong and life-wide education, online and offline learning, and theory and practice. Such TLCS analyzes the phenomenon of transboundary space, which shapes new research directions in transcultural, transdisciplinary, transnational, and trans-paradigmatic education.
In this special issue, we call for papers on the theme of transboundary learning cultures and schooling (TLCS), asking the following questions:
What are new possible research agendas and potential implications of decentering the lens of cross-cultural, cross-national, cross-regional, and cross-theoretical analysis in cultural studies, educational and social research, and policy implications in TLCS?
What are the key concepts of ‘transboundary’ in learning cultures and schooling in contextualized studies when TLCS researchers conceptualize ‘cross-boundary’ or ‘passport-hopping’ in understanding Asia-Pacific practices?
What is the ontological status of the TLCS research in education? What are the assumptions and limitations of the TLCS research (especially in Asia-Pacific)?
What are the contributions of making cross-paradigm and cross-methodology comparisons in further development of research paradigms, methodology, and methods? What are the underlying logic and axiological frameworks of traditional research paradigms and methodology?
What is the scope of investigation of some transcultural, transdisciplinary, transnational, and trans-paradigmatic education studies in TLCS research on academic success?
How do postmodernist researchers map TLCS with other modernist research paradigms in a broader picture of multiplicity in daytime and shadow education?
How do comparativists locate the ‘lens’ of comparative and international education (CIE) in TLCS research for its further policy and research development?
Research can cover a wide range of social problems, from the use of language, to studies of customs and legends, forms of economies, modes of production, ways of teaching science and the arts, and above all, the frontier between the social and economic spheres.
The scope of investigation of transboundary learning cultures and schooling (TLCS) research in education and social science is broad and multi-disciplinary. It involves transcultural, transdisciplinary, transnational, and trans-paradigmatic analysis of learning cultures and schooling in the Asia-Pacific region. This research seeks to analyze the phenomenon of transboundary space in education, which shapes new research directions in cultural studies, educational and social research, and policy implications.
The TLCS research aims to investigate and understand the new possible research agendas and implications of decentering the lens of cross-cultural, cross-national, cross-regional, and cross-theoretical analysis. It also seeks to examine the key concepts of ‘transboundary’ in learning cultures and schooling, as well as the ontological status of TLCS research in education.
The TLCS research is concerned with making cross-paradigm and cross-methodology comparisons to further develop research paradigms, methodology, and methods. It is also interested in exploring the underlying logic and axiological frameworks of traditional research paradigms and methodology.
The TLCS research is focused on academic success and aims to investigate the scope of transcultural, transdisciplinary, transnational, and trans-paradigmatic education studies. It also seeks to explore how postmodernist researchers map TLCS with other modernist research paradigms, and how comparativists locate the ‘lens’ of comparative and international education (CIE) in TLCS research for its further policy and research development.
In essence, the scope of investigation of TLCS research in education and social science is to understand the transboundary nature of learning cultures and schooling in the Asia-Pacific region and to provide a comprehensive and critical evaluation of the existing research on this topic.