Toward a "Border-Crossing" Learner-Centered Education

Abstract

In this paper, I use some anthropological concepts and the notions of "teacher as ethnographer" to present the conversation between educator-centered education and learner-centered education. I propose 'border-crossing" as a central idea to achieve learner-centered curriculum, learner-centered instruction, and learner-centered assessment that are more liberal in accommodating students' various educational needs. I also point out some challenges that may arise in learnercentered education.