Boundaries – rationale for conceptual area of study

Unpacking concepts through a selected anthology of texts is a useful means of teaching students about abstract ideations and how they may be recognised in different contexts. This area of study requires students to explore the ways in which the concept of boundaries is represented in and through texts.

Boundaries can be applied or represented in a variety of contexts, and these contexts can change the way an individual reacts when presented with a boundary. Boundaries can be literal, figurative, physical, psychological, protective, oppressive, imposed, or assumed. The implication of one particular boundary can have a different meaning depending on which side of the boundary an individual stands.

Boundaries can be physical in nature, existing as a visible barrier or an invisible understanding to denote a particular area as safe or unsafe to enter. These physical boundaries also exist in dividing land and property; a family claiming ownership, a council claiming jurisdiction or a state claiming territory. Boundaries can be invisible, existing in the mind of the individual or within the ideology of a community. These boundaries can be moral, ethical, or exist as a behavioural expectation. Boundaries can be complex things as on one hand they separate and divide, yet on the other hand they can bring together and unify. Boundaries can be placed, respected, pushed, or broken down. Confrontation with different types of boundaries can have varying degrees of affect for individuals and their worlds.

By exploring the concept of boundaries, students can understand how texts have the potential to initiate thought on what kinds of boundaries there are and what kind of effect these boundaries have on people, institutions, and their ideology. Through composing and responding to a wide range of texts, students may understand the nature of boundaries and the consequences of reacting to them. By synthesising perspectives, students may expand their understanding of the concept of boundaries and what it means to those who stand on different sides, students consider the way composers may invite them to consider the significance of boundaries through their texts using a variety of language modes, forms and features.

In their responses and compositions, students examine, question, and reflect and speculate on:

  • How the concept of boundaries is conveyed through the representations of people, relationships, ideas, places, events, and societies that they encounter in the texts
  • Assumptions underlying various representations of the concept of boundaries
  • How the composer’s choice of language modes, forms, features, and structure shapes representations of boundaries
  • Their own experiences with boundaries, in a variety of contexts
  • The experience with boundaries in and through their engagement with texts
  • The ways in which exploring the concept and significance of boundaries may broaden and deepen their understanding of themselves and their world.

Selected anthology

One thought on “Boundaries – rationale for conceptual area of study

  1. Ron says:

    Use the world as your stage to teach with your own words not from the words of others use your life experience, I don’t use other men’s thoughts but my own instinct with a dash of wisdom and knowledge. I have gone on beyond the boundaries that men bound me with proceeding on into the heavens. String theory alone will tell you that there are multiple dimensions in mathematical equations in the Laws of Relativity. God resides in the Laws of Nature that is why it says come as a child killing your past and the madhouse we live in and around us.


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