Can an Arts-Based Liminal Learning Experience Change Learner Cognition?

Catherine Ross

This lightning talk describes my initial research into using threshold concepts to redesign and potentially reshape adult education art students’ learning experiences as part of my M.A. in Education at Oxford Brookes University. Using an analytical auto-ethnographic methodology, field notes (recorded in my reflective blog) were assembled in response to observed learners’ reactions. Additional data was collected in students’ sketchbook comments and an end of project focus group interview, triangulated with current literature to reveal contextual shifts. I propose that a Liminal Learning Experience (LLE) changes learning in multiple ways by challenging learners to take risks and to act and think using self-awareness. However, there are issues of inaccessibility and implicit stresses. This small-scale study highlights the pedagogical implications of a LLE and the future need for a more reflexive, collaborative, excursive curriculum design.