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
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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.
| Type: | Book chapter |
|---|---|
| Title: | Liminality, uncertainty and troublesome knowledge in learning at work |
| ISBN-13: | 9781032131597 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.4324/9781003227946-3 |
| Publisher version: | https://doi.org/10.4324/9781003227946 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10171891 |
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