Abstract
In the spring of 2020, schools of all sectors across all nations were forced to close their doors as COVID-19 rippled through communities. Drawing upon the concept of liminality, which refers to a stage, state, or period of transition (Soderlund & Borg, 2017), this study investigated the intersections of the experience of liminality during the pandemic and functioning for Catholic school leaders. Interviews with urban school leaders were analyzed to understand key characteristics of liminality as experienced by school leaders within organizations. Findings indicate that school leaders responded to the liminal experience by sharpening the focus of work, which simultaneously complexified the traditional roles of individual and organization. These findings have significant potential in illuminating a path forward during liminal times for educators of all sectors. This paper provides an opportunity to interpret the impact of the pandemic across all sectors of education, with a primary analysis on Catholic schools.
DOI
10.15365/joce.2602032023
First Page
50
Last Page
66
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Sorkin, D., Wyttenbach, M., Reyes, J., & Warner, M. (2023). Leading in liminality: Implications on individual and collective identity, and knowledge creation for school leaders. Journal of Catholic Education, 26(2), 50–66. http://doi.org/10.15365/joce.2602032023
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