Abstract

Many theoretical and practical studies in organizational theory have considered boundary crossing to be both a disruptive process and a productive activity through which knowledge and practices from different social contexts are being combined. To change existing knowledge and on-going practices supposes that knowledge boundaries are enduring as well as permeable. The article starts discussing the nature of boundaries. Two development projects are analyzed to show how trans-disciplinary cooperation has been organized and expanded. Both projects shared the common objective of enhancing the social and cultural capital of marginalized groups in the Danish society. The analytical focus is on how new forms of interaction, practices and self-images may emerge in intensified collaboration. Boundary crossing is analyzed by using cultural-historical activity theory. A case study design has been chosen as method. Two cases show how public libraries, schools and child-care centers have adjusted their portfolio of tasks and self-conception in dynamic and open cooperation with other institutions. It is concluded that boundary crossing, because of the paradoxical character of boundaries, to succeed must be combined with expansive learning. Otherwise, boundary crossing and boundary objects will be reduced to a mere coordination mechanism without a deeper understanding of the semantic and pragmatic differences between different social domains.

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