Author: liminalityeducation

Creative Liminality and Unknowns

Creative Liminality and Unknowns: Stepping through transdisciplinary portals to transform the world and oneself Professor Bem Le Hunte, Director of Teaching and Learning, Founding Course Director, Bachelor of Creative Intelligence and Innovation (BCII) When learners become creators of new knowledge rather than consumers of old knowledge they have stepped through a portal of unknowns into … Continue reading Creative Liminality and Unknowns →

Roundtable: Upsetting the balance: liminality and academic identity during the Covid pandemic

Linda Martindale and Stella Howden Aim To explore how academic teaching staff have encountered liminality provoked by the system shock of the pandemic and discuss the implications for enabling transformation towards excellence in teaching This roundtable is for anyone teaching or supporting teaching in Higher Education (HE). Introduction In a literature review carried out before … Continue reading Roundtable: Upsetting the balance: liminality and academic identity during the Covid pandemic →

The true nature of threshold concepts in teacher education as perceived of by Y1 and Y4 ELT student teachers in Oman

Marwan Alyafaee Threshold Concepts are proposed by Meyer and Land (2003) as a way to identify the most important concepts in disciplines in higher education They necessitate that students make more sense of knowledge when they become more aware of their learning experiences and go through epistemological and ontological shifts in their ways of thinking … Continue reading The true nature of threshold concepts in teacher education as perceived of by Y1 and Y4 ELT student teachers in Oman →

Permanent Liminality Among Early Career Academics

Declan Scully (Unfortunately, though this talk was accepted by the reviewers, it did not go ahead due to the speaker’s not being well). Liminality studies focus on transformation. The liminal model of van Gennep and Turner implies a linear process of transformation: someone is transformed from one identity status into another. For Early Career Academics, … Continue reading Permanent Liminality Among Early Career Academics →

Getting to the Hard Stuff: Talking and Walking Threshold Concepts to Advance Social Justice Learning in Teacher Education and Beyond

Barbara Rose, Sheri Leafgren, Scott Sander and Brian Schultz This session focuses on the process and products of development and implementation of threshold concepts (TCs) in a department of teacher education. The curriculum emphasizes social justice, equity, and changing inequitable educational practices. Why TCs? Most students in our programs are White, affluent, and successful in … Continue reading Getting to the Hard Stuff: Talking and Walking Threshold Concepts to Advance Social Justice Learning in Teacher Education and Beyond →

Application of Threshold Concepts to the Science Taught in Art Conservation

Alison Murray and Kyna Biggs The science component of art conservation programs has traditionally been challenging, especially for those students who do not have a scientific background. In North America, master’s students in art conservation need only three or four prerequisites courses in science. As a result, students may see science as intimidating. Teaching can … Continue reading Application of Threshold Concepts to the Science Taught in Art Conservation →

Medical Student Simulation Teaching and Novel Threshold Concepts

Philip Davidson, Ceri Butler and Sarah Rafferty Background Threshold Concepts (TCs) represent transformative events during which learners traverse a metaphorical gateway and gain new insights (Meyer & Land, 2003). TCs have been of increased interest to medical educationalists over the last few years. This paper, building on Hokstad and Gundrosen (2016), seeks to identify TCs … Continue reading Medical Student Simulation Teaching and Novel Threshold Concepts →

Liminality from the inside: Dimensions of students’ transformations in a threshold concepts-infused economics programme in South Africa

Jessica Goebel and Suriamurthee Maistry The liminal traverse, and the transformation it engenders in the learner, are central to the threshold concepts view of learning; yet (because it is essentially subjective and not directly observable) this remains an aspect of the framework about which we (still) know the least (Rattray, 2016). In this paper, we … Continue reading Liminality from the inside: Dimensions of students’ transformations in a threshold concepts-infused economics programme in South Africa →

Effectuation as Threshold Concept in Entrepreneurship?

Jan-Martin Geiger and Andreas Liening As Entrepreneurship is a comparatively emerging scientific discipline, there is a growing demand on research to promote the development of disciplinary concepts (Wiklund, Wright, & Zahra, 2019) and to avoid a “hodgepodge” (Thrane, Blenker, Korsgaard, & Neergaard, 2016) of teaching formats and curricula. This applies to both domain-specific and individual … Continue reading Effectuation as Threshold Concept in Entrepreneurship? →