{"id":1269,"date":"2025-12-10T17:14:08","date_gmt":"2025-12-10T17:14:08","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/index.php\/a-space-to-question-the-current-ways-of-life-fostering-creative-possibilities-through-liminal-experiences\/"},"modified":"2025-12-10T17:14:08","modified_gmt":"2025-12-10T17:14:08","slug":"a-space-to-question-the-current-ways-of-life-fostering-creative-possibilities-through-liminal-experiences","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/a-space-to-question-the-current-ways-of-life-fostering-creative-possibilities-through-liminal-experiences\/","title":{"rendered":"\u2018A space to question the current ways of life\u2019 \u2014fostering creative possibilities through  liminal experiences"},"content":{"rendered":"<p><strong>Volume:<\/strong> 6<br \/>\n<strong>Issue: <\/strong>2<br \/>\n<strong>Year:<\/strong> 2024<br \/>\n<strong>Author(s):<\/strong> Clare Conway Kingston University, Aybige Yilmaz Kingston University<\/p>\n<p>Abstract<br \/>\nThere is an extensive body of work that explores the transformative power of co-creation of curriculum in learning and teaching with students as partners. This article builds on the existing research but focuses on the co-curricular activities as a lesser explored aspect of the student experience in co-creation literature.&nbsp;We employ the concepts of liminality and third space initiated with students&nbsp;between 2020-2023. We argue that&nbsp;the flexibility afforded through&nbsp;non-curricular activities produces an under-utilised space for participants, stimulating new ways of interdisciplinary thinking, exploration, and creative outputs. In doing so, such projects can be powerful mechanisms&nbsp;to shape\/inform staff and student experience of what university learning should be about.<\/p>\n<p><strong>Documents:<\/strong><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/A_space_to_question_the.docx\">A_space_to_question_the.docx<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/A_space_to_question_the.pdf\">A_space_to_question_the.pdf<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Volume: 6 Issue: 2 Year: 2024 Author(s): Clare Conway Kingston University, Aybige Yilmaz Kingston University Abstract There is an extensive body of work that explores the transformative power of co-creation of curriculum in learning and teaching with students as partners. This article builds on the existing research but focuses on the co-curricular activities as a [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1269","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1269","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1269"}],"version-history":[{"count":0,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1269\/revisions"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1269"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}