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The Liminal Learning Space

Liminal learning space is not a physical space, it’s a space between spaces, a transformative state in the process of learning (Land n.d.). It is a “suspended state of partial understanding, or ‘stuck place’, in which understanding approximates to a kind of ‘mimicry’ or lack of authenticity.” (Meyer et al 2010). Liminal is a state where learners perform a progressive function beginning with the encountering of something new. (Land n.d.). It all about learners overcoming the hurdles that new information provides. Learners have to establish the fact that it’s not always about coming up with a quick answer but thinking through the multiple possibilities and exploring the unknown. Julie Timmerman states that the most significant aspects of learning lies not on the outcomes of learning, but in the process of learning. I believe that the strengths and weakness are pretty similar for both teacher and student- as both experience this space as learners (Meyer et al 2010). The important part is informing students of this space, and that it is alright to be in the space.

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            Teacher:

Strengths:​

  • Develop critical and deeper thinking – thinking through issues and problems rather than getting straight to the answer.

  • Kelly and Crainton (2009) believe it is a way of covering content through making meaning of knowledge through critical analysis (Meyer et al 2010).

  • Opens class discussion of topics.

Challenges:

  • A teacher has to be aware of this space and create a supportive environment for this space.

  • “Increased attention to the learning process and a tolerance of variation in learners’ cognitive and affective responses” (Meyer et al 2010).

  • “Incorporating liminality in the educational practices that are set out to suppress liminality creates an onerous burden for teachers” (Phillion.et al 2005)

How can we address these challenges?

  • Research the space more, allow for students to be exposed to and to freely explore this space. Remind them that it is ok, that this space is a good space.

  • Be very aware of the fact the students’ progress cognitively differently, some will be quick, others won’t be. Encourage students to take their time and to think about the information more.

  • It will not be easy incorporating this space as students will need to and take time to work through the new information. Plan ahead for this time, gradually introduce the liminal space, and do not rush in. You will most likely be in the liminal space yourself when you begin to learn about it.

         

          Student:

Strengths:

  • Develop critical and deeper thinking – thinking through issues and problems rather than getting straight to the answer.

  • Develop critical questioning.

  • Builds individuals personal learning – showing responsibility and dedication to learning

  • The opportunity for personal growth (Meyer et al).

  • Develops learner’s sense of self, connectedness and resilience.

  • Presents students with an alternative point of view. (Meyer et al 2010)

  • Provides an opportunity for spiritual growth (Ankeny and Maruggi 2016)

  • Social structure does not matter – it is a students’ own personal space (Ankeny and Maruggi 2016)

  • A space free of assessment and grading (Cook-Sather et al 2011)

  • Encourages reflective thinking

Challenges:

  • Can be confronting

  • Frustrations of “being stuck”.

How can we address these challenges?

For both of these challenges the most important thing is that you as the teacher remind students that the liminal space takes time to work out and it should take a while to get through to the solution of a problem. Invite them to look into other ways to solve the problem/new information if they are at a road block.

           

Useful explanations to help you to incoperate this learning space:

Liminal Space

Liminality

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I would suggest that you introduce this space only after you have a full understanding of it, otherwise you might just end up confusing the students. I would then pose an example and explain the challenges and aspects of the liminal space. Only then would I intentionally introduce all students to situations where they will be in the liminal learning space. 

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References:

Ankeny. M. E and Maruggi. M. (2016) Cultivating Liminal Spaces: The Spiritual Lives and Classrooms of Teachers of Students with Emotional Disturbance. DOI: 10.1080/00344087.2016.1152453.

Cook-Sather. A, and Alter. Z (2011) What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education. Bryn Mawr College. http://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1004&context=edu_pubs

Land, R. (n.d) Liminality Close-Up. Durham University UK. http://www.lancaster.ac.uk/fass/events/hecu7/docs/ThinkPieces/land.pdf

Meyer. J, Land. R, Baillie. C (2010) Threshold Concepts and Transformational Learning. RETHINKING THEORY AND PRACTICE Volume 42.

Phillion. J, Ming Fang He. F and Connelly. M (2005) Narrative and Experience in Multicultural Education. SAGE Publications.

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