The many becoming the unresolved one: Reconciling the fields of art, research and education through a/r/tography and collage

A study in three secondary schools in Aotearoa New Zealand explored students’ critical thinking and how that was articulated in visual arts education. The research was motivated by the influence of everyday visual experiences on young people’s lives and the national curriculum’s call for encouraging critical thinking in the context of the students’ cultural milieu. This inquiry entailed multiple methods that included policy analysis, focus group interviews with teachers, interviews with students, classroom observations, photographic documentation and researcher engagement with the art of collage. A/r/tography allowed for the reconciliation of art, research and education and the exploration of liminal spaces through a relational inquiry. The collage process provided insights into how art making can be used as a relational device between researcher and participants that evoked findings in innovative ways. The findings are presented as entanglements of meanings aimed to provoke the imagination and open conversations.

“Viejas pisadas”: Activating Postvernacular Ladino in the Works of Myriam Moscona

In both her hybrid-language novel Tela de Sevoya (2012) and in her Ladino poetry collec­tion Ansina (2015), Mexican author Myriam Moscona (1955) embraces Ladino as a post­vernacular language without any illusions of recuperating it for daily speech. Although her grandparents spoke Ladino, she herself is not a native speaker. While she recognizes that Ladino is a dying tongue, Moscona makes explicit the power of literary works to infiltrate and function within the liminal spaces that exist between languages, identities, or layers of history. Moscona’s dynamic and future-oriented creative work-composed in a language whose vernacularity exists only in the past-utilizes the tool of postvernacularity and en­ters into the discourse of feminist mobilization. Her works show how the active use of postvernacularity can open opportunities for her Spanish-speaking audiences to collective­ly engage in Ladino’s afterlife through acts of creative play.

‘IN ANY CASE WE ARE SUFIS’: THE CREATION OF HIJRA SPIRITUAL IDENTITY IN SOUTH ASIA

Providing spiritual ‘safe spaces’, the Sufi shrine-world throughout the Indian Subcontinent is generally open to those who do not identify with conventional gender categories. Ajmer Sharif Shrine (dargāh) in the northern Indian town of Ajmer in Rajasthan is renowned for being particularly ‘inclusive’. It accepts all pilgrims without discrimination, including the so-called ‘third gender’, often referred to as hijras or kinnars, terms that transgress the socially-defined binary gender divide. Marginalized, and often socially stigmatized, these groups are naturally drawn towards liminal spaces such as Sufi dargāhs which encourage the transcendence of socio-religious boundaries. This paper explores certain typological aspects of traditional Sufi ritual and belief that make it particularly receptive to hijras, and the way in which hijras in turn appropriate and reconfigure Sufi religious belief to negotiate the tension between the liminality of their lived experience and the exclusive duality of the society around them. As well as utilizing fieldwork undertaken at the 808th

Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education

This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow’s theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions.

Translanguaging space and translanguaging practices in multilingual Russian-speaking families

Translanguaging is seen both as a threat and as an opportunity for minority language development and transmission. While the theme of translanguaging has been explored especially in a context of migration, the novelty of this study lies in its investigation of the multiple contexts in which translanguaging is examined. In order to understand the nature of translanguaging, we adopt a novel interdisciplinary approach and view it in all its complexity, including liminal spaces of linguistic landscape. Family language policy affects the home linguistic environment. Our purpose is to investigate language choices by multilingual Russian-speakers in Cyprus, Sweden and Estonia, immigrant and minority settings, and try to understand how they are reflected in the multilingual interaction of the families. Using ethnographic participant observations and oral spontaneous multilingual production, our study attempts to describe how communication is managed through translanguaging practices among multilingual Russian-speaking families members in the cultural and linguistic environments of the three countries. By looking closely at the complexities of translanguaging space, it is our ambition to gain new insights about how it is organised and how translanguaging becomes a valuable linguistic resource in multilingual families. Our results indicate that translanguaging practices can be used in family conversational contexts and contribute to the creation of a rich and positive family repertoire. A new norm of Russian has been developed in all the three settings. A language shift can happen more quickly than expected, and, thus, it is important for parents to provide many opportunities for practising Russian as the L1.

"Between two worlds become much like each other": Liminal spaces in the poetry of David Jones and T.S. Eliot

<p>T. S Eliot remains a literary giant close to fifty years after his death while David Jones, in contrast, is undeniably a marginal figure in the world of poetry but one who is slowly gaining a larger profile. Jones has from the very beginning been aligned with Eliot by virtue of Eliot’s own comments and by a succession of critics who cast him as Eliot’s disciple. The time has come, however, for the side notes to Eliot, which have become almost a convention of Jonesian criticism, to be expanded into a detailed comparative study between his and Eliot’s work. Eliot scholars appear to show no interest in pursuing comparisons to Jones, as he is hardly mentioned, even in passing, in discussions of Eliot’s work. This too, is something that deserves to be reassessed. Undertaking a new approach to Jones-Eliot comparisons develops Jones criticism and opens up a new branch of Eliot studies. This thesis repositions Jones and Eliot from the way they have, thus far, been critically related to one another by focusing on liminal space in both poets’ major texts: The Anathemata, In Parenthesis, The Waste Land, and Four Quartets. This threshold space can be found in their landscapes and in the way they adapt poetic techniques, such as imagery and juxtapositions of irreconcilable opposites. The between-space of transition manifested in their texts reflects the wider environment of flux and transition Jones and Eliot experienced in the first half of the twentieth century. Using the work of a range of literary critics, historians, philosophers, and geographers, including Arnold van Gennep, Victor Turner, Michel Foucault, Edward W. Soja, Michel de Certeau, Andrew Thacker, Thomas Dilworth, David Harvey, and Stephen Kern, establishes a spatially focused model of liminality which facilitates a close reading of these spaces in Jones’s and Eliot’s work.</p>

"Between two worlds become much like each other": Liminal spaces in the poetry of David Jones and T.S. Eliot

<p>T. S Eliot remains a literary giant close to fifty years after his death while David Jones, in contrast, is undeniably a marginal figure in the world of poetry but one who is slowly gaining a larger profile. Jones has from the very beginning been aligned with Eliot by virtue of Eliot’s own comments and by a succession of critics who cast him as Eliot’s disciple. The time has come, however, for the side notes to Eliot, which have become almost a convention of Jonesian criticism, to be expanded into a detailed comparative study between his and Eliot’s work. Eliot scholars appear to show no interest in pursuing comparisons to Jones, as he is hardly mentioned, even in passing, in discussions of Eliot’s work. This too, is something that deserves to be reassessed. Undertaking a new approach to Jones-Eliot comparisons develops Jones criticism and opens up a new branch of Eliot studies. This thesis repositions Jones and Eliot from the way they have, thus far, been critically related to one another by focusing on liminal space in both poets’ major texts: The Anathemata, In Parenthesis, The Waste Land, and Four Quartets. This threshold space can be found in their landscapes and in the way they adapt poetic techniques, such as imagery and juxtapositions of irreconcilable opposites. The between-space of transition manifested in their texts reflects the wider environment of flux and transition Jones and Eliot experienced in the first half of the twentieth century. Using the work of a range of literary critics, historians, philosophers, and geographers, including Arnold van Gennep, Victor Turner, Michel Foucault, Edward W. Soja, Michel de Certeau, Andrew Thacker, Thomas Dilworth, David Harvey, and Stephen Kern, establishes a spatially focused model of liminality which facilitates a close reading of these spaces in Jones’s and Eliot’s work.</p>

“It’s Not Real Life”: Liminality and Summer Camp Employment

Liminal spaces occur separately from everyday life and are important to human development. Due to increased technological connectivity, young people are rarely separated from their home lives. Understanding young adulthood is a transitional time and summer camps can be settings for development, the purpose of this study was to understand the nature of summer camp employment as a liminal space. Individuals from a national (USA) study of summer camp employment ( n = 77, Mage = 21.3) participated in in-depth interviews. Participants were 77.9% White ( n = 60), 9.1% Black or African American, 9.1% Multi-Racial, 2.6% Asian, and 1.3% Latinx. About 64.9% identified as female ( n = 50), 33.8% identified as male, and 1.3% identified as gender non-conforming. Interview transcripts were inductively analyzed using thematic coding. Participants described camp as a liminal space with four dimensions of separation: physical, psychological, social, and technological. They also described experiencing a liminal time of life. In combination, the separation and time-of-life dimensions created an experience of liminal intensity manifested through a closed social system, blurred boundaries between work and non-work life, and increased autonomy. A revised conceptualization of liminal space is suggested and considerations regarding liminal intensity for young people are discussed.