ERIC Number: EJ826537
Record Type: Journal
Publication Date: 2009-Feb
Abstractor: As Provided
Reference Count: 0
Contest, Contradiction, and Security: The Moral Possibilities of Liminal Education
Conroy, James C.; de Ruyter, Doret J.
Journal of Educational Change, v10 n1 p1-12 Feb 2009
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.
Descriptors: Imagination, Children, Psychological Needs, Anxiety, Identification, Recognition (Psychology)
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A