Contest, contradiction, and security: the moral possibilities of liminal education

Conroy, J.C. and Ruyter, D.J. (2009) Contest, contradiction, and security: the moral possibilities of liminal education. Journal of Educational Change, 10(1), pp. 1-12. (doi: 10.1007/s10833-008-9072-z)

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Abstract

The article develops a conception of education that we have named liminal education. Liminal education tries to counter the centripetal tendencies of the centre (particular that of the consumer market) by disclosing alternative positions in order to enable children to cultivate a critically reflective disposition. A second feature of liminal education is that it carries the potential to assist children in recognising that otherness is not the same thing as being alien. Finally, it is characterised by an embodiment of the notion of ‘communitas’, a state in which no one can have authority over another or see themselves as superior. For children who live within the dominant (centre) culture and who find security in consumerism, liminal education is important because it offers them imaginative possibilities which could give rise to alternative conceptions of the good life. Children in liminal communities will benefit from liminal education, because they will have a better understanding of their own position and those of others, which, we believe, will reduce the anxiety of loosing one’s identity and thereby the need to return to anxiously held foundational beliefs.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Conroy, Professor James
Authors: Conroy, J.C., and Ruyter, D.J.
College/School:College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > Educational Leadership & Policy
Journal Name:Journal of Educational Change
ISSN:1389-2843
ISSN (Online):1573-1812
Published Online:13 March 2008

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