Abstract
This chapter discusses the eroding status of public schooling as students’ reliance on it for their learning declines. The authors conceive of this phenomenon as ‘post-schooling.’ This chapter provides the definition of post-schooling and describes its characteristics in terms of the roles of schooling and school teachers. Taking the students’ point of view, the authors describe how students’ learning culture is changing in a post-schooling era. The authors characterize the new mode of learning, which occurs in numerous spaces, as ‘trans-boundary.’ Their notion of trans-boundary learning incorporates educational space, materials, educators, and considerations of who makes important decisions for a student’s education. The authors anticipate that the phenomenon of post-schooling and the complex mode of trans-boundary learning will continue to increase rapidly.
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Kim, Y.C., Jung, JH. (2019). Demise of School Curriculum: Post-schooling and the Rise of Trans-boundary Learning. In: Shadow Education as Worldwide Curriculum Studies. Curriculum Studies Worldwide. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-03982-0_8
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DOI: https://doi.org/10.1007/978-3-030-03982-0_8
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