ABSTRACT
This chapter suggests that the need to produce a facilitative environment that both supports students in their encounter with difficult knowledge and supports their developing sense of who they are in the world. An environment that sits outside of social expectations to date and provides evidence that their situation is understood, that positive development is appreciated, helps the learning of reflection and progression through first stage studentship. In the context of undergraduate education the workshop presents a variation of the use of group work in facilitating arts-based reflection. Liminality as a term originated in the study of rites of passage in small rural cultures. To apply this to the experience of undergraduate students in the beginning of the 21st century requires further explanation and application. As undergraduates they arrive knowing that the qualifications that they fought so hard for in order to produce status and self-satisfaction have been transformed to the starting point on a much longer journey.
