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In this article we analyze what happens when undergraduate students are positioned as pedagogical consultants in a faculty development program. Drawing on their spoken and written perspectives, and using the classical anthropological concept of “liminality,” we illustrate how these student consultants revise their relationships with their teachers and their responsibilities within their learning. These revisions have the potential to transform deep-seated societal understandings of education based on traditional hierarchies and teacher–student distinctions. [liminality, position, student consultant, learning, change]