Threshold Concepts on the Edge by Julie A Timmermans
Since the first literature about the Threshold Concepts Framework was published in 2003, a considerable body of educational research into this topic has grown internationally across a wide range of disciplines and professional fields. Successful negotiation of a threshold concept can be seen as crossing boundaries into new conceptual space, or as a portal opening up new and previously inaccessible ways of thinking about something. In this unfamiliar conceptual terrain, fresh insights and perceptions come into view, and access is gained to new discourses. This frequently entails encounters with ‘troublesome knowledge’, knowledge which provokes a liminal phase of transition in which new understandings must be integrated and, importantly, prior conceptions relinquished. There is often double trouble, in that letting go of a prevailing familiar view frequently involves a discomfiting change in the subjectivity of the learner. We become what we know. It is a space in which the learner might become ‘stuck’.Threshold Concepts on the Edge, the fifth volume in a series on this subject, discusses the new directions of this research. Its six sections address issues that arise in relation to theoretical development, liminal space, ontological transformations, curriculum, interdisciplinarity and aspects of writing across learning thresholds.
-
Threshold Concepts and Transformational Learning
-
The Matrix Ate My Baby
-
Educating for Meaningful Lives
-
Navigating Through the Storm
-
The Richness of Art Education
-
Prospects of Higher Education
-
Shaping the Future
-
Neoliberalism, Higher Education and Research
-
The Stranger Within
-
Beyond the Modern-Postmodern Struggle in Education
-
Knowledge Economy, Development and the Future of Higher Education
-
Designing Globally Networked Learning Environments
-
Alternative Educational Futures
-
Teaching, Responsibility, and the Corruption of Youth
-
A Normative Foucauldian
-
Understanding Art Education through the Lens of Threshold Concepts
-
Performativity, Politics and Education
-
Identity Work in the Contemporary University
-
Obstinate Education
-
Threshold Concepts in the Moment
-
Threshold Concepts within the Disciplines
Julie A. Timmermans, Ph.D., is Senior Lecturer in the Higher Education Development Centre, University of Otago, New Zealand. She publishes in the areas of higher education and academic development.
Ray Land, Ph.D., is Emeritus Professor of Higher Education and Emeritus Fellow of University College at Durham University, UK. He is co-founder of the Threshold Concepts Framework and has published widely in educational research, academic development and quality enhancement.
Ray Land, Ph.D., is Emeritus Professor of Higher Education and Emeritus Fellow of University College at Durham University, UK. He is co-founder of the Threshold Concepts Framework and has published widely in educational research, academic development and quality enhancement.
| SKU | Unavailable |
| ISBN 13 | 9789004419964 |
| ISBN 10 | 9004419969 |
| Title | Threshold Concepts on the Edge |
| Author | Julie A Timmermans |
| Series | Educational Futures |
| Condition | Unavailable |
| Binding Type | Hardback |
| Publisher | Brill |
| Year published | 2019-12-19 |
| Number of pages | 422 |
| Cover note | Book picture is for illustrative purposes only, actual binding, cover or edition may vary. |
| Note | Unavailable |