Abstract
In this paper the notion of border will be examined in a cultural life course perspective. I will investigate borders as psycho-cultural constructions created to enable and control meaning-making in the intersection between subjects engagements and concerns and collectively constructed and guiding meanings. An empirical analysis of one boy's life course in and between home, school and a Leisure Time Activity Center in the years 1st to 3rd grade demonstrates a systemic construction of borders involving him, his teachers and his parents and renders the boy to choose between becoming an engaged pupil or a dedicated son. As such, the analysis can illuminate processes of school - home interactions that work opposite of what is intended and become detrimental to children's life. In a cultural life course perspective borders show how life is maintained as meaningful and not only guide the present living but also serve as directional guides into the future.
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