Unsettling boundaries in making a space for research

In engaging in research we draw upon and develop meanings and concepts that help to frame what we do, how we do it and the meaning we make of it. In the process of framing, we exclude other possibilities from our research practices. To do research, then, is to engage in the fashioning of conceptual boundaries. This article explores the dilemmas of boundary-making in the context of a research project aimed at exploring the border literacy practices of students in UK further education, those boundary-crossing practices which relate to the everyday and more formal demands of the curriculum. This discussion is related to wider debates in the social sciences on the significance of boundaries and borders and their powerful effects on identities and actions.