Insights from Liminality

Navigating the Space of Transition and Learning




liminality, correspondence, transformative learning, disorientation


This study explores the concept of liminality, a transitional phase marked by uncertainty and disorientation, within the context of adult education. The research employed the correspondence method, engaging in a three-month exchange with a participant to reflect on the personal experience of the liminal phase. Through sharing stories and examining connections with transformative learning, the research highlights the importance of encounter and dialogue in navigating liminality and fostering the emergence of new perspectives. The results of the study offer insight into the utility of the dialogical approach of Martin Buber in understanding and enduring the liminal phase.


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Author Biography

Maja Maksimović, Department for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, Serbia

PhD, Assistant Professor at the Department of Pedagogy and Andragogy at the Faculty of Philosophy of the University of Belgrade. At the moment, she focuses her research practice on the entanglement of educational, activist, and artistic, trying to incorporate critical, embodied, spatial and imaginative into a repertoire of action. For five years she was an executive board member of EAEA. She is a member of ESREA (European Society for Research of the Education of Adults) steering committee and a co-convener of the ESREA Active Democratic Citizenship and Adult Learning network. She serves as a deputy editor for the Andragogical Studies journal.


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