Beyond blockages to ownership, agency and articulation: liminal spaces and conceptual threshold crossing in doctoral learning Gina Wisker, University of Brighton, UK Previous research into doctoral student learning has focussed on stages of the learning journey (Wisker et al 2007-2010), communities (Wisker et al 2003), troublesome encounters (Vikkaila and Phylto 2013; Wisker and Morris 2010; Holbrook et all 2003) and doctoral ‘orphans’ (Wisker and Robinson 2012). Building on that earlier work, this research is concerned with how doctoral students identify and deal with three kinds of blockage in their work: grappling with finding the appropriate methodology and methods; undermining by the supervisor, and a struggle with articulation. Students report silencing, loss of confidence and paralysis in their work with each of these blockages. The paper then focusses specifically on ways in which doctoral students deal with such transitional and troublesome moments in their learning journeys considering their awareness of how and when they identify and engage with transformational knowledge, challenges in the supervisory relationship and writing blocks. It focusses on their recognition of these troublesome, transitional moments, and the ways in which they take ownership and agency, cross conceptual thresholds, articulate their research projects and the contribution of their findings, often through the supportive work with supervisors, and sometimes through engagement with the research literature.. Re-scrutiny of the data from three earlier projects (2007-2010, 2009, 2012) and new data gathered for this project involving face to face and email interviews leading to two case studies, offers insights into the ways in which doctoral students identify, meet and cross these conceptual thresholds in their work. It indicates how they evidence and articulate their awareness of moving forward to the achievement of their doctoral learning journeys and identities as researchers and writers, through ownership, agency and articulation. Some of the threshold crossing seems to come from dialogue through engaging with reported research. As one of the case study participants indicates: ‘ Your note re survival was the really important part that I took from your article as it enabled me to understand and make sense of my experience relating to a confidence that I didn't realize I had and a determination that appeared out of anger (implicit!) that has enabled me to move forward with a new mindset that 'I can do it' rather than a feeling of despair and fear.’(A) Hi Gina I just wanted to thank you and Gillian Robinson for writing up your recent study. "Doctoral 'orphans': nurturing and supporting the success of postgraduates who have lost their supervisors". I have been reading your article for my literature review and it just mirrored an experience I have recently gone through. Great article that has given me hope! Best wishes Margot (EdD student) **