THRESHOLD PEDAGOGY: SENSES AND LIMINAL SPACES FOR TRANSFORMATIVE LEARNING

Francesca Latino, Generoso Romano, Giovanni Tafuri

Abstract


The article outlines a pedagogy of thresholds that frames liminality as an embodied and spatial condition central to transformative learning. By engaging senses, spaces, and slowed temporalities, education fosters generative uncertainty, reflexivity, and care. Principles of design, implications for teacher education, assessment, and policy are discussed, with attention to justice and inclusion, to create environments where transition becomes livable and transformation sustainable.


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DOI: https://doi.org/10.32043/gsd.v9i3.1572

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