The present paper explores the opportunities created by an emancipatory approach to learning and teaching when combined with embedded peer mentoring. First year undergraduate students-most from non-traditional backgrounds-were set the task to explore learning spaces at their university and to present their findings in creative ways in a Multimodal Exhibition during Enhancement Week. They were supported by second year students on their course who acted as coaches, role models, and critics. Our experience and feedback by students-showed that serious learning is taking place when students are given "the freedom to learn."
