Table A1. Border crossing and cultural... | Emerald Publishing

Table A1.

Border crossing and cultural capability coding schema

Themes: cultural capability	Definition, source
Border crossings types
Smooth, Managed and Resistant	Ways students experience the transition between two or more different cultural and/or professional worlds (Phelan, 1991) Phelan’s original definitions assume the teacher is modelling and supporting border crossings to some degree
Self-managed	Our data suggests that some students made successful border crossings without teacher support and sometimes in spite of negative feedback
Border crossing contexts
Academic, professional, personal and societal	These themes were developed from the data to accommodate what students said about the scope or areas of students’ lives impacted by developing Cultural Capabilities skills
Types or levels of cultural capability gains
Increased awareness	Low-impact consideration but not adoption of new ideas (from the data)
Tensions between systems	Acknowledgement of differing value and knowledge systems making learning more challenging (Nakata, 2007)
Setting intentions	Planning on doing things differently (Nakata, 2007)
Taking actions	Describing culturally capable actions Pushing through challenges of different knowledges to adapt practice (Nakata, 2007)

Themes: cultural capability	Definition, source
Border crossings types
Smooth, Managed and Resistant	Ways students experience the transition between two or more different cultural and/or professional worlds (Phelan, 1991)Phelan’s original definitions assume the teacher is modelling and supporting border crossings to some degree
Self-managed	Our data suggests that some students made successful border crossings without teacher support and sometimes in spite of negative feedback
Border crossing contexts
Academic, professional, personal and societal	These themes were developed from the data to accommodate what students said about the scope or areas of students’ lives impacted by developing Cultural Capabilities skills
Types or levels of cultural capability gains
Increased awareness	Low-impact consideration but not adoption of new ideas (from the data)
Tensions between systems	Acknowledgement of differing value and knowledge systems making learning more challenging (Nakata, 2007)
Setting intentions	Planning on doing things differently (Nakata, 2007)
Taking actions	Describing culturally capable actionsPushing through challenges of different knowledges to adapt practice (Nakata, 2007)