From Liminality to Communitas: The Collective Dimensions of Transformative Learning

Abstract

This article addresses a significant gap in the transformative learning literature as it relates to collective transformation, a transformation that is a level beyond individual transformation and is differentiated from the designed and imposed forms of social or organizational change. We consider collective transformation as an emergent and shared worldview shift that is grounded in a shared experience. The participants might not be fully aware of or even able to describe this experience until they engage with it at the interpersonal level. In prior research and practice, the five authors have independently observed and documented the phenomenon of collective transformation among members of marginalized populations who have undergone liminal experiences—forms of disequilibrium that leave individuals betwixt and between. The common thread in these experiences is the emergence of a shared feeling called communitas, which is a deeply felt (yet often temporary) sense of belonging and community. This study’s purpose is to further explore the roles that states of liminality and communitas play in creating the conditions for collective transformation. We draw on several theoretical and practice-based areas of literature and on five particular types of experience. We then examine each case for shared experiences of liminality and communitas as well as for the underlying qualities of self-understanding, relational ability, and a collectively felt sense of new possibilities. This study also includes suggestions for the application of these concepts to other social groups and in other contexts.

Preservice teachers’ experiences of pandemic related school closures: anti-structure, liminality and communitas

“…The liminal space inspired creativity as they began to see emerging possibilities in their new world reality and used it as 'a fertile environment for the enactment of pastoral care' (Lorenzi and White 2019, 195). It is clear that some preservice teachers first tolerated liminality but later came to embrace it as a way of being (Buechner, Drikx, and Konvisser 2020). They moved from focusing on the uncertainty and intolerability of their situation to an 'opening up' and 'coming together' to fully witness the individual possibilities and collective opportunities arising from school closures.…”

“…In the face of a global pandemic, students, teachers, school managers and policy makers were, in many respects united by their vulnerability, their 'in this togetherness' providing the perfect conditions for the emergence of communitas. Situations underpinned by a higher purpose lead to vital and dynamic learning and become a source of growth and transformation (Buechner, Drikx, and Konvisser 2020). Opening up to new opportunities and ways of being is at the core of communitas and this has long ensured human survival and thriving (Buechner, Drikx, and Konvisser 2020).…”

“…Situations underpinned by a higher purpose lead to vital and dynamic learning and become a source of growth and transformation (Buechner, Drikx, and Konvisser 2020). Opening up to new opportunities and ways of being is at the core of communitas and this has long ensured human survival and thriving (Buechner, Drikx, and Konvisser 2020).…”

Social Transformative Learning in Human Rights Delegations: Critical Research on the Maritimes-Guatemala Breaking the Silence Network

“…By putting White hegemony and power and privilege at the center of the delegation experience, White Canadians are encouraged to think about their privilege to begin to recognize and challenge their apathy and acceptance of oppression. Most importantly, they begin to consider the importance of doing this together in a collective (Buechner et al, 2020). The stakes are high, given the need to support human rights education (Winkler & Williams, 2017).…”

Synthesizing transformative education with dynamic assessment in developing EFL learners’ productive skills

“…Moreover, the core idea within transformative education is "substantive dialogue and a commitment to equality". To this end, Buechner et al (2020) argue that "we need to approach body-mind and the individual-within groups and shared-settings in a far more integrated and holistic way. This idea originates from Victor Turner (1969) notion of "liminality" (the state of being in-between, at a threshold).…”