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      Moving in liminal space: A case study of intercultural historical learning in Swedish secondary school

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          Abstract

          The aim of this article is to explore the processes of learning when students are engaged in intercultural historical learning (IHL), specifically how spaces of learning were, or were not, opened by students’ struggle to construct meaning. Since IHL is complex, involving both intrinsic disciplinary and extrinsic curricular goals, it is vital to understand this process in detail. The research questions address which aspects seem to activate intercultural learning, and which ones hinder or complicate it. The methodological approach employed was an instrumental, multisite case study where three teaching–learning sequences from two secondary classrooms were investigated. Here, the concepts of ‘decentring’ and ‘perspective recognition’, as aspects of IHL, were seen as threshold concepts. The threshold concepts framework – and specifically the idea of ‘liminal space’, a ‘place of potential learning’, the in-between moments in the learning process where students find themselves before ‘getting it’ – was applied as an analytical tool to uncover and describe specific moments in the selected teaching–learning sequences. Several liminal spaces were unpacked, and it transpired that ‘troublesomeness’ is an integral, potentially productive component when students navigate liminal space as a place for intercultural learning. ‘Barriers’ that obstructed learning, as well as possible ‘entry points’ where a student steps into a productive liminal space, were identified, as well as some major enabling breakthrough moments – ‘junctures’ – for IHL.

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            Methodological nationalism and beyond: nation-state building, migration and the social sciences

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              Epistemic Disobedience, Independent Thought and Decolonial Freedom

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                Author and article information

                Journal
                herj
                herj
                History Education Research Journal
                HERJ
                UCL Press (UK )
                2631-9713
                20 April 2021
                : 18
                : 1
                : 64-88
                Affiliations
                [1 ] Karlstad University, Sweden;
                Author notes
                Corresponding author: Email: maria.johansson@ 123456globala.se
                Author information
                https://orcid.org/0000-0001-5501-9794
                Article
                10.14324/HERJ.18.1.05
                2730eb71-c7d3-4b0f-b5f0-2e7b0ed924c7
                Copyright © 2021 Johansson

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                History
                : 04 August 2019
                : 05 December 2020
                Page count
                Figures: 1, Tables: 2, References: 69, Pages: 26
                Categories

                Educational research & Statistics,General education,History
                history education,case study,threshold concepts,secondary classroom,intercultural competence,multicultural education

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