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The study frames the simulation process as three connected phases—doing, debriefing, and deliberating—grounded in simulation and debriefing observations, participant reflections, and interviews. Findings show constructive destabilization inside liminal space, where participants experience vulnerability and difficult emotions, then regulate them through negotiated disequilibrium to form emerging leader identities, enabling reconstituted selfhood and leadership growth.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/constructive-destabilization-within-the-liminal-space-doing-debriefing-and-deliberating-in-mixed-reality-simulations/601999/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/constructive-destabilization-within-the-liminal-space-doing-debriefing-and-deliberating-in-mixed-reality-simulations/601999.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the qualitative case study?","Question",{"text":112,"@type":113},"To explore how educational leadership students journey through liminality within simulation experiences, focusing on doing, debriefing, and deliberating as defining elements of the experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources were used in the study?",{"text":117,"@type":113},"The study used simulation and debriefing observations, participant reflections, and interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"How do participants experience liminality during mixed reality simulations?",{"text":121,"@type":113},"Participants experience constructive destabilization, including vulnerability, difficult emotions, and regulation, and they negotiate these tensions toward an emerging leader identity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601999,1792192251,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Constructive Destabilization within the Liminal Space: Doing, Debriefing and Deliberating in Mixed  \nReality Simulations  \nJody S. Piro  \nWestern Connecticut State University  \nCatherine O’Callaghan  \nWestern Connecticut State University  \nThe purpose of this qualitative case study was to explore how educational leadership students journeyed through liminality within simulation experiences. The doing of the simulation, the subsequent debriefing, and the final deliberating of the experience defined the entire simulation experience within the context of this study. Data sources included simulation and debriefing observations, participant reflections, and interviews.  \nParticipants within the simulation experience experienced constructive destabilization within liminality and negotiated this disequilibrium to develop new concepts, skills, and attitudes. The mixed reality simulations provoked vulnerability, difficult emotions along with regulation, and paradoxes that participants negotiated toward an emerging leader identity. Yet, navigating this turbulence was the necessary process toward a reconstituted leader-self. The process of journeying through this liminal state of constructive destabilization was necessary to facilitate growth and leadership development.  \nICPEL Education Leadership Review, Vol. 21, No. 1– December, 2020 ISSN: 1532-0723 © 2020 International Council of Professors of Educational Leader  \nLiminality is an in-between phenomenon. It is a place of movement, change and emergent ways of being. As learners undergo the cognitive process of assimilation and accommodation, their prior knowledge and skills are reformulated into a different configuration or schemata (Myer & Land, 2005; Land & Ratteray, 2017) . Liminality explores the states of betwixt and between through which one travels in any life event (Turner, 1987). Used by van Gennep (1908/1960) to associate ritual and rites of various passages in a society, the notion of liminality has also been attributed to individuals who “fall in the interstices of social structure; are on its margins”(Turner, 1969, p. 125) . Liminality enables individuals to pass from one position to another (van Gennep, 1980), often within a community of individuals who are bound together through the passage (Turner, 1969) .  \nThe exploration of liminality in educational settings, specifically in the study of leadership, is a relatively new field (Guinemas Costa & Pina, 2013) . Liminality integrates ways of thinking and doing within a specialized body of knowledge such as leadership (Yipp & Raelin, 2011) . Liminality is also a process through which individuals can forge new identities while their cognition is transformed (Piro & O’Callaghan, 2019). This process of transformation is a turbulent one in that emerging school leaders must navigate their emotions while they shed identities as classroom teachers and construct new identities as principals or district supervisors (Rattray, 2016) .  \nThe state of liminality can be explored through simulations (Piro & O’Callaghan, 2019a, b) . A simulation can be viewed as “a simplified, dynamic, and accurate model of reality that is a system used in a learning context”(Sauvé, Renaud, Kaufman, & Marquis, 2007, p. 253) and within the current study, a mixed reality simulation experience was used. According to Milgram and Kishino (1994), mixed reality environments lie in the middle of a continuum between actual reality and virtual reality. With this emerging technology, mixed reality simulations allow people to practice skills and rehearse strategies with avatars (Dieker, et al., 2013; Dieker, Straub, Hughes, Hynes, & Hardin, 2014) .  \nPreviously, we explored mixed reality simulations embedded in a community of practice and found that educational leadership candidates traversed three learning spaces: separation, liminal and emerging professional portals (Piro & O’Callaghan, 2019b) . The purpose of this current research was to explore more deeply the lim","cbCaitlSqao1yGhY","https://ap.wps.com/l/cbCaitlSqao1yGhY","pdf",381520,31,"English","# Introduction and Purpose\n# Conceptual Foundations\n## Liminality and Threshold Concepts\n## Simulations and Mixed Reality\n# Simulation Experience Framework\n## Doing\n## Debriefing\n## Deliberating","[{\"question\":\"What is the main purpose of the qualitative case study?\",\"answer\":\"To explore how educational leadership students journey through liminality within simulation experiences, focusing on doing, debriefing, and deliberating as defining elements of the experience.\"},{\"question\":\"What data sources were used in the study?\",\"answer\":\"The study used simulation and debriefing observations, participant reflections, and interviews.\"},{\"question\":\"How do participants experience liminality during mixed reality simulations?\",\"answer\":\"Participants experience constructive destabilization, including vulnerability, difficult emotions, and regulation, and they negotiate these tensions toward an emerging leader identity.\"}]","Constructive Destabilization within the Liminal Space - Doing, Debriefing and Deliberating in Mixed Reality Simulations | PDF",1792093844,78]