Ambivalence, Hybridity and Liminality

Mohamed, Ahmad Thamrini Fadzlin Syed; Land, Ray; Rattray, Julie

doi:10.1007/978-94-6300-512-8_7

Cited by 3 publications

(4 citation statements)

References 19 publications

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“…Christine, however, moved into a constructive “fight-mode” and initiated a shift in the team’s feelings about changing the idea at this late stage in the process. Similar to observations in other studies, Christine may have been an example of a mature learner who was more relaxed about being in the liminality zone, maybe even finding it exhilarating (Hokstad et al , 2016; Mohamed et al , 2016). As described by Stenner (2017), liminality is not only an experience but also an emergence.…”

Section: Discussionsupporting

confidence: 82%

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In liminality: interdisciplinary teams learning through challenges

Brandshaug

Sjølie

2020

HESWBL

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PurposeThe aim of this paper is to introduce the concept of liminality as a theoretical lens to explore and discuss how challenges, accompanied by frustrations and confusion, can enable significant learning in a teamwork setting. Student team narratives on how they handle challenges they face working to solve real-world problems are used as the basis for the discussion.Design/methodology/approachThis is a case study using student narratives from an interdisciplinary master course at a Norwegian university.FindingsWe argue that the concept of liminality can support teachers and student teams to understand and handle challenges in ways that enable significant learning and innovation. Practical implications for teachers and facilitators are provided at the end of the paper.Originality/valueThis paper offers new lenses to understand the team- and learning processes in courses where students work with real-world problems. If the teams are able to stay open in the liminality phase it enables significant learning and innovation. This capacity is valuable in a time where teams face complexity and uncertainty is becoming more of a standard than an exception, both in higher education and in working life.

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Section: Discussionsupporting

confidence: 82%

“…It is, at the same time, a state characterised by a great deal of uncertainty, which can be uncomfortable and lead to a “fight or flight” response (Meyer and Land, 2006). Different studies have, therefore, described liminality as being “exhilarating, but also intimidating” (Mohamed et al , 2016, p. 78).…”

Section: Frame Of Referencementioning

confidence: 99%

In liminality: interdisciplinary teams learning through challenges

Brandshaug

Sjølie

2020

HESWBL

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“…Threshold concepts become a mechanism for transformation. 18 , 19 This shift may be sudden, in the form of an “aha” moment or protracted over a period of time. It may also involve oscillation between states.…”

Section: Introductionmentioning

confidence: 99%

“…It may also involve oscillation between states. 19 This transformation, and especially the oscillation between states, may be a source of anxiety for students as they attempt to determine where they fit in their program. 4 Additionally, student acquisition of transformational knowledge may bring with it new and empowering forms of expression that characterize ways of disciplinary thinking; threshold concepts may transform students from learner to professional, enabling them to adopt the ways of thinking and practicing of their chosen field.…”

Section: Introductionmentioning

confidence: 99%

Becoming a dentist: faculty perceptions of student experiences with threshold concepts in a Canadian dental program

Green

Rasmussen

2018

Can. Med. Ed. J

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Background: In each discipline, there are moments where students “get stuck” in their education and/or training and are often unable to move forward. These moments may be caused by threshold concepts as they represent a portal that students must cross in order to become successful in their chosen profession. This study investigated the threshold concepts from the instructors’ perspective that students must navigate as they transform from learners to dentists within a dental program. Methods: Two focus groups with faculty members within the School of Dentistry, University of Alberta were completed in the fall of 2017. Focus groups explored the faculty’s perception of the students’ transition from learner to dentist, difficult moments in the program, and the students’ ability to navigate the program successfully.Results: A qualitative phenomenographic analysis of the faculty focus group transcripts identified four potential threshold concepts within the dental program: 1) dealing with the whole patient, 2) accountability, 3) that you may not know everything, and 4) problem solving and adapting during practice.Conclusion: This study demonstrates that there are concepts within a dental program that faculty believe students must navigate in order to transition from learner to dentist. These concepts may inform curriculum design as well as other disciplines in the health sciences.

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Revisiting postliminal variation in threshold concepts: issues of unexpected transformation and legitimisation

Calduch

Rattray

2021

Studies in Higher Education

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Within the Threshold Concepts Framework, 'postliminal variation' has been defined as the variation in the point and state of exit into a new conceptual space, and the epistemological and ontological terrain encountered from that point onwards. However, in the extensive published literature on threshold concepts, we find many cases in which its practical application has been utilised in a reductionist way, ignoring or omitting said variation, and treating mastery of threshold concepts as if they had a predetermined process, being the same, or very similar, for all students. In this paper, we aim to highlight the danger of ignoring the variation in the threshold concept framework and emphasise the potential usefulness of unexpected transformations as part of a knowledge creation process. In addition, we raise the question of our awareness of what ways of thinking, practising and being we are privileging in our identification and reinforcement of disciplinary threshold concepts and transformations. As a consequence of these discussions, we hope to remind the reader of the original assertion that threshold concepts are always epistemologically informed and are not universal or static entities, but rather they are provisional, contestable, and situated.

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Ambivalence, Hybridity and Liminality

Cited by 3 publications

References 19 publications

In liminality: interdisciplinary teams learning through challenges

In liminality: interdisciplinary teams learning through challenges

Becoming a dentist: faculty perceptions of student experiences with threshold concepts in a Canadian dental program

Revisiting postliminal variation in threshold concepts: issues of unexpected transformation and legitimisation

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