ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in this book. Working in and through spaces of transgression, the spaces in-between, and through provoking disorientating dilemmas, the book explores frameworks for the possibilities of transformative spaces in learning and teaching in higher education. It shows that transformative learning and teaching goes beyond, and indeed critiques, the mere transmission of content and skills but is about exploring new perspectives and possibilities and alternate viewpoints. The book describes the pedagogic challenges of developing transformative spaces for learning and teaching in higher education, especially with regard to marginalised groups, recognising that spaces of learning and of teaching are always layered in spaces of power. It identifies ways in which transitions can be transformative, enabling marginalised groups to learn to move beyond and through conflict, to engage in lifelong learning for social justice, and to learn to transgress.
