Articles | Volume 72, issue 1
https://doi.org/10.5194/gh-72-109-2017
https://doi.org/10.5194/gh-72-109-2017
Standard article
 | 
07 Mar 2017
Standard article |  | 07 Mar 2017

The salience of liminal spaces of learning: assembling affects, bodies and objects at the museum

Dianne Mulcahy

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Cited articles

Andrews, H. and Roberts, L.: Introduction: Re-mapping liminality, in: Liminal landscapes: Travel, experience and spaces in-between, edited by: Andrews, H., Taylor and Francis, Hoboken, 2012.
Barad, K.: Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning, Duke University Press, Durham, NC, 2007.
Bauer, I.: Approaching geographies of education differANTly, Children's Geographies, 13, 620–627, 2015.
Bonnell, J. and Simon, R. I.: `Difficult' exhibitions and intimate encounters, Museum and Society, 5, 65–85, 2007.
Chia, R. and Kallinikos, J.: Epilogue: Interview with Robert Cooper, in: Organized worlds: Explorations in technology and organization with Robert Cooper, edited by: Chia, R., Routledge, London, 1998.
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Short summary
In this article, the concepts of liminality and liminal space are engaged in the context of museum learning and education. Deploying data collected from Museum Victoria, Australia, the spatial dynamics of student learning at the museum were mapped. Liminal spaces of learning were found to have a special salience. Jump starting the learner out of a comfortable state of mind and into a state of productive uncertainty, these spaces challenge how museum learning is conventionally understood.