Contest, Contradiction, and Security: The Moral Possibilities of Liminal Education

Autor/inn/en	Conroy, James C.; de Ruyter, Doret J.
Titel	Contest, Contradiction, and Security: The Moral Possibilities of Liminal Education
Quelle	In: Journal of Educational Change, 10 (2009) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-008-9072-z
Schlagwörter	Imagination; Children; Psychological Needs; Anxiety; Identification; Recognition (Psychology) + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Angst; Identifikation; Identifizierung; Recognition; Wiedererkennen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10