Currently, municipal schools in Denmark face reforms and political demands for organizational change (EVA in Ledelse tæt på undervisning og læring : erfaringer fra fire skoler med gode ledelsespraksisser, 2015). The perception is now commonly held that it is necessary to radically rethink the entire set up of the institutional school towards a more flexible, adaptable and co-operative organization (Irgens and Jensen in Skolen som kunnskapsorganisasjon. Utdanning, nr.3,1. februar, 2008). This paper explores an empirical case, where a school is implementing a device called ‘flexible timetables’ in an attempt to depart from former fixed structures and private teaching practices. By combining process thought and liminality theory, the paper offers a theoretical framework for understanding some of the dynamics and unintended consequences of this transformation process. In so doing the paper calls attention to some important limits to the vision of flexibility and openness that informs this program of organisational change and subjectivity. Flexible timetables are conceptualized as a liminal affective technology (Stenner and Moreno-Gabriel in Subjectivity 6(3):229–253, https://doi.org/10.1057/sub.2013.9, 2013), designed to disrupt structures supporting former institutional practices, and to engender circumstances that are describable in terms of liminal experience. We use the concept of liminal affectivity to describe the collective atmosphere of ambivalence and volatility that is summoned through the intervention. We also draw attention to certain unexpected side effects, as when the participants experience themselves both paralysed by the ensuing paradoxes, and captured in dynamics of polarisation (Greco and Stenner in Theory Psychol 27(2):147–166, https://doi.org/10.1177/0959354317693120, 2017). The paper proposes the concept liminal affective leadership wherein the use of the technology is framed as a continuously sensitive balancing of the volatile liminal affectivity that it induces.

目前，丹麦的市政学校面临改革和组织变革的政治要求（EVA in Ledelse tæt på undervisning og læring : erfaringer fra fire skoler med gode ledelsespraksisser, 2015）。现在普遍认为有必要从根本上重新考虑机构学校的整个设置，以建立一个更灵活、适应性更强和更合作的组织（Irgens and Jensen in Skolen som kunnskapsorganisasjon. Utdanning, nr.3,1. februar , 2008)。本文探讨了一个实证案例，其中一所学校正在实施一种称为“灵活时间表”的设备，试图摆脱以前的固定结构和私人教学实践。通过结合过程思维和阈值理论，该论文提供了一个理论框架，用于理解这一转变过程的一些动态和意外后果。在这样做的过程中，本文提请注意灵活性和开放性愿景的一些重要限制，这些限制为该组织变革和主观性计划提供信息。灵活的时间表被概念化为一种阈限情感技术（Stenner 和 Moreno-Gabriel in Subjectivity 6(3):229–253, https://doi.org/10.1057/sub.2013.9, 2013），旨在破坏支持前制度的结构实践，并产生可以用阈限经验来描述的情况。我们使用阈限情感的概念来描述通过干预引起的矛盾和波动的集体气氛。我们还提请注意某些意想不到的副作用，当参与者体验到自己既被随之而来的悖论所麻痹，又被两极分化的动态所俘获时（Greco and Stenner in Theory Psychol 27(2):147-166, https://doi.org/10.1177/0959354317693120, 2017）。该论文提出了阈限情感领导的概念，其中技术的使用被定义为对其诱发的易变的阈限情感的持续敏感平衡。