Re-imagining transdisciplinary education work through liminality: creative third space in liminal times.

Kligyte, G; Buck, A; Le Hunte, B; Ulis, S; McGregor, A; Wilson, B

Re-imagining transdisciplinary education work through liminality: creative third space in liminal times.

Kligyte, G

Buck, A

Le Hunte, B Ulis, S McGregor, A Wilson, B

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Publisher:: SPRINGER
Publication Type:: Journal Article
Citation:: Aust Educ Res, 2022, 49, (3), pp. 617-634
Issue Date:: 2022

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Field	Value	Language
dc.contributor.author	Kligyte, G https://orcid.org/0000-0003-1422-2504
dc.contributor.author	Buck, A https://orcid.org/0000-0002-4929-1959
dc.contributor.author	Le Hunte, B
dc.contributor.author	Ulis, S
dc.contributor.author	McGregor, A
dc.contributor.author	Wilson, B
dc.date.accessioned	2023-07-08T07:10:04Z
dc.date.available	2022-03-14
dc.date.available	2023-07-08T07:10:04Z
dc.date.issued	2022
dc.identifier.citation	Aust Educ Res, 2022, 49, (3), pp. 617-634
dc.identifier.issn	0311-6999
dc.identifier.issn	2210-5328
dc.identifier.uri	http://hdl.handle.net/10453/171344
dc.description.abstract	This study draws on the tradition of transdisciplinarity to extend the boundaries of interdisciplinary educational work. In this paper, we apply the concepts of liminality and third space to examine a case of a professional immersive experience (PIEx), designed in response to the catastrophic disruption of work-integrated learning opportunities by the COVID-19 pandemic. The study uses a participatory reflexive methodology to interrogate the range of ways liminality was manifest in PIEx. First, we examine liminal learning in the virtual environment, which facilitated the unfolding of connections between different spaces, locations and people. Second, we seek to understand the PIEx experience through the concept of third space, highlighting the fluidity of roles, where educators, students and industry partners generate new knowledge and practices together. Lastly, we examine the experience through the boundary-crossing lens of transdisciplinarity. We conclude by gesturing towards a new understanding of work integrated learning, as it could take place in the future, well beyond the walls of the university.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	SPRINGER
dc.relation.ispartof	Aust Educ Res
dc.relation.isbasedon	10.1007/s13384-022-00519-2
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.subject.classification	39 Education
dc.title	Re-imagining transdisciplinary education work through liminality: creative third space in liminal times.
dc.type	Journal Article
utslib.citation.volume	49
utslib.location.activity	Netherlands
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Provost
pubs.organisational-group	/University of Technology Sydney/Provost/TD School
utslib.copyright.status	open_access	*
dc.date.updated	2023-07-08T07:10:02Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	49
utslib.citation.issue	3

Abstract:

This study draws on the tradition of transdisciplinarity to extend the boundaries of interdisciplinary educational work. In this paper, we apply the concepts of liminality and third space to examine a case of a professional immersive experience (PIEx), designed in response to the catastrophic disruption of work-integrated learning opportunities by the COVID-19 pandemic. The study uses a participatory reflexive methodology to interrogate the range of ways liminality was manifest in PIEx. First, we examine liminal learning in the virtual environment, which facilitated the unfolding of connections between different spaces, locations and people. Second, we seek to understand the PIEx experience through the concept of third space, highlighting the fluidity of roles, where educators, students and industry partners generate new knowledge and practices together. Lastly, we examine the experience through the boundary-crossing lens of transdisciplinarity. We conclude by gesturing towards a new understanding of work integrated learning, as it could take place in the future, well beyond the walls of the university.

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http://hdl.handle.net/10453/171344