Evans, K; (2023) Liminality, uncertainty and troublesome knowledge in learning at work. In: Workplace Learning for Changing Social and Economic Circumstances. (pp. 18-32). Routledge

Text Evans_Reiss_2021 GlobalCitizenshipFoundation Futures of Education in a Digitally Globalized Era.pdf Access restricted to UCL open access staff until 15 March 2025. Download (301kB)

Abstract

This chapter explores the learning generated through engagement with troublesome knowledge in changing work contexts. Liminality is integral to the post-qualification experiences of occupational groups profoundly impacted by disruptive societal changes. Workers in health services and in creative industries learn as they ‘lean into practice’ in situations over which the practitioner has little control. Liminal spaces are embedded in larger sets of relationships that influence the quality of learning in the work environment and the practices of day-to-day work. Affordances for learning, conceptual development and the construction of self-narratives play significant, interconnected roles in liminal learning and professional development, in changing circumstances.

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