What is this Third Space? / Julian McDougall
- 1. WHAT IS THIS THIRD SPACE? @JULIANMCDOUGALL
- 2. WHAT DO WE MEAN WHEN WE TALK ABOUT THIRD SPACE?
- 3. FOR LATER Identify a media text that represents some ideas about how you think about education and your practice and identity within it, right now. This text should be a symbolic reference point, not too direct – ie not a documentary about education or a film about a teacher or a library professional, but something else that is more personal to you, in a more conceptual way. Don’t share it until later please. And you can’t choose Rocky.
- 4. SHARING IDEAS FROM ….
- 5. Playful and Dynamic Literacies Third Spaces Curation Digital Media meets Literacy in the practices of everyday life Our way of seeing THIRD SPACE ….
- 6. Technology as part of material culture and lived experience Digital media and learner identity Media education and Literacy as inclusively and ideologically defined Curation as a new literacy practice Animation Blogging Video Social media Audio/music Photography Identity New literacies Arts and humanities in education Curriculum studies Primary educationTechnology and education Critical theory and New media Methods Methodology Frames Practices Fields Coding and creativity Games Possible Locations of Dynamic/Playful Literacies Research VR / AR Making Play Shared writing in WIKIsParticipatory research Children’s voice Video Audio Observation Transcription Ethnography Multimodal Drawings
- 7. Third Spaces Dynamic literacies Curation ISSN: 1941-0832 RADICAL TEACHER 36 http://radicalteacher.library.pitt.edu No. 97 (Fall 2013) DOI 10.5195/rt.2013.49 Sampling an Inner DJ with Hip Hop Hopes: (Re)Writing Immigrant Identities for English Language Learners in Classroom Third Spaces By Andrew Habana Hafner AZTEC ACTIVISTS BY MELCHOR RAMIREZ, TUCSON, ARIZONA 2012 PHOTO BY CHRISTOPHER TINSON Learning Knowledge Power Networks ‘Cases’ - What happens in the third space? - To who? - What changes in the second space? - For who?
- 8. THIRD SPACE IN EDUCATION First space – home, community, lifeworld Second space – education (school or University) Third space – in between but a porous membrane between (1) and (2) ’In between’ • Physical or metaphorical or digital / virtual • Expertise is exchanged between teacher and student • Learners bring with them repertoires of literacy and funds of knowledge
- 9. THIRD SPACE Educational systems which are more agentive, are those which promote the negotiation with outside culture; they recognise that students bring with them knowledge, skills and dispositions. Agentive systems recognise the social and connected nature of learning in a third space. Principles from Vygotsky.
- 10. In this article, we articulate a set of reflections on how the project, in bringing together academics, students and community participants in a challenging but rich space, enabled exchanges of expertise and new, boundary crossing ‘ways of being’ in education that can be discussed as ‘third space’ interactions. Project: Hunger By the Sea, Third Space Partnership
- 11. Article about the project Special issue on 3rd Space partnership
- 12. Project: Comrades and Curators
- 14. THIRD SPACE IDENTITY RESEARCH Identify a film that stands in as a ‘third space’ connecting, for you, history (‘received’ / radical); politics (public); politics (personal) and your life narrative. This film could be ‘about’ anything, or it could be explicitly historical or political, it depends on you. It could be a radical text or very mainstream. It must be a film from / with which you make meaning. Tell your partner about this film and how you can make those connections from it. While you are listening to your partner’s story, draw a map to visually represent these connections. Share your maps and give one another the opportunity to ‘correct’ anything or suggest another way of representing things. Jig-sawing, thematic modelling, ‘data capture’ – photographs of maps / audio recordings of discussions (with informed consent).
- 16. For me, Comrades sits in a space between my own political views and trade unionism, some deeply personal things to do with my late father, my working life and then the connection between all of those. When I ask people to choose a film with political and historical meaning for them and then think about similar connections, usually they come up with rich, deep and personal stories. I use some ‘distancing’ techniques, putting people together in pairs and then groups, so that by the time they share their stories, they are combined into themes arising from several people. Then, with people’s consent, I photograph the ‘maps’ and use them as data for the research.
- 18. LET’S DO TEXT Talk to your partner about your media text, how you make meaning from it / give meaning to it, in relation to education, your job and your research. As you are listening to your partner, draw a map / picture connecting the text to the person to education and to life. Take it as far as you can in the time.
- 19. IF WE HAD LONGER … Longer process, over 2 days if possible. Range of creative storytelling methods to share each others’ narratives. Into smaller groups, then jigsawing, collecting themes. Interviews – what themes were shared, which stories were personal / unique? What was the role of the text in elicitation?
- 20. Remember that where you stand is grounded in who you are, where you come from and what you have experienced, all of which contribute to form the lens through which you interpret the world. You may not be aware of this lens but it exists and colours everything you perceive – it is your responsibility as a professional educator to strive to ‘know’ yourself before you seek to ‘understand’ others. Tricia le Gallais @ Bournemouth2015 Third Space Knowledge
Editor's Notes
- #4: 1.Set up activity + Kate Tempest – 5 mins 2. Slides 3-14 – 15 MINS, including Stuart Hall vid 3. Slides 15-22 – 15 MINS, including High Fidelity & Newsnight vids 3 Activity in pairs - 15 MINS 4 Discussion & Sue Sudbury vid 10 MINS