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What is Third Space

Chapter 4
Handbook of Research on the Societal Impact of Digital Media
‘Third space’ can be defined as the intersection where new knowledge and discourses emerge from the blending and merger of understanding and experiences from a child’s home, community, and peer network with the more formalized learning encountered in schooling. In the digital world, ‘third space’ thinking can be conceived of as the intersections created by online and offline play experiences.
Published in Chapter:
It Is Real Colouring?: Mapping Children's Im/Material Thinking in a Digital World
Dane Marco Di Cesare (University at Buffalo, USA), Debra Harwood (Brock University, Canada), and Jennifer Rowsell (Brock University, Canada)
Copyright: © 2016 |Pages: 25
DOI: 10.4018/978-1-4666-8310-5.ch004
Abstract
Situated in the context of the role digital technology plays in the lives of young children in today's society, this chapter is comprised of four sections examining children's thinking involving digital spaces. First, a succinct overview of current research will be presented, focusing on emergent themes regarding young children navigating digital spaces and their im/material thinking. Following this is an examination of the issues raised from this research. This section highlights disparate access to technology and children's construction of identity in digital spaces. The next section presents the gaps in current research and the final section of this chapter focuses on implications for literacy practice, policy, and research.
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Chapter 10
Familismo and Nontraditional Educational Possibilities in Third Space
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Chapter 2
Self-Exploration to Understand Third Spaces in Intercultural Critical Incidents: An Experience in Higher Education
Third spaces are transformative liminal spaces with multiple intersections where knowledge and discourses merge and emerge from the blending of individuals’ understanding and experiences ( Bussert-Webb & Lewis, 2021 ).
Published in Chapter: Self-Exploration to Understand Third Spaces in Intercultural Critical Incidents: An Experience in Higher Education; From: Third-Space Exploration in Education
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Chapter 8
Learners' Voices: Navigational Play as Metacognitive Integration
A social setting or space that both suspends the hierarchical frameworks historically imposed by formal institutions and establishes new frameworks for shared learning that draws on the motives and experiences of all participants.
Published in Chapter: Learners' Voices: Navigational Play as Metacognitive Integration; From: A Cultural Historical Approach to Social Displacement and University-Community Engagement: Emerging Research and Opportunities
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Chapter 14
Creating Boundary Spaces Through Virtual Global Engagement: Training Preservice Teachers in Virtual Collaboration
The environment where participants from diverse cultures share and reinterpret ideas, leading to the emergence of a hybridized culture that fosters greater acceptance and open discussion of differences.
Published in Chapter: Creating Boundary Spaces Through Virtual Global Engagement: Training Preservice Teachers in Virtual Collaboration; From: Encouraging Transnational Learning Through Virtual Exchange in Global Teacher Education
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Chapter 2
Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom
Third space, as defined by researchers like Kris Gutierrez (1999) AU33: The in-text citation "Kris Gutierrez (1999)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , is a zone of transformation that is generated when teachers and students socialize together in and through language, integrating everyday and academic knowledge. It offers more inclusive and participatory forms of education by merging learning and knowledge, connecting the home, community and school. Third Space is the intersection of students’ everyday experiences and identities within a learning environment that values students’ home and community knowledge and experience.
Published in Chapter: Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom; From: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
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Chapter 8
Web 2.0 Technologies and Foreign Language Teaching
This term refers to a psychological space that learners progressively build when they become increasingly aware of the L2 culture, and develop a broader perspective and openness to different cultural elements, and in the process a more critical perspective of their own culture. When L2 learners find themselves mediating between two languages, two cultures and two worlds, they will have reached this “third place” that is essential to develop sophisticated translingual and transcultural competences.
Published in Chapter: Web 2.0 Technologies and Foreign Language Teaching; From: Encyclopedia of E-Leadership, Counseling and Training
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Chapter 19
The Transborderization of Neoliberalism: In the Trenches of Cultural and Linguistic Equity for Social and Educational Transformation
The in-between, or hybrid, spaces, where the first and second spaces work together to generate a new one. Also known as the imaginary and subjectivity.
Published in Chapter: The Transborderization of Neoliberalism: In the Trenches of Cultural and Linguistic Equity for Social and Educational Transformation; From: Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
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Chapter 14
Critical Intercultural Pedagogy for Intercultural Communication in the English Language Classroom: Third Spaces, Participatory Action, and Social Justice
A real or imaginary place of construction of mutual understanding located somewhere on a continuum between the cultures and languages involved. ( Witte& Harden, 2011 )
Published in Chapter: Critical Intercultural Pedagogy for Intercultural Communication in the English Language Classroom: Third Spaces, Participatory Action, and Social Justice; From: Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication
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Chapter 16
A “Glocal” Community of Practice to Support International ELT (English Language Teaching) Students in the UK: Project BMELTET
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Chapter 4
Constructing a Third Space: Positioning Students' Out-of-School Literacies in the Classroom
A neutral, hybrid classroom space where diverse expressions of literacy and traditional forms are acquired apart from the power issues which characterize the teaching of traditional literacy.
Published in Chapter: Constructing a Third Space: Positioning Students' Out-of-School Literacies in the Classroom; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
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Chapter 8
Engendering Orientalism: Fatih Akin's Head-On and The Edge of Heaven
An abstract, in-between place, in which the migrants, refugees and exilic people who have uprooted themselves from their native lands and struggles to put roots in his/her host country, exist. Bhabha who coined the term states that third space: “gives rise to something different, something new and unrecognizable, a new area of negotiation of meaning and representation.”
Published in Chapter: Engendering Orientalism: Fatih Akin's Head-On and The Edge of Heaven; From: Handbook of Research on Contemporary Approaches to Orientalism in Media and Beyond
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Chapter 11
Becoming Teacher Researchers: Using English Learners' Linguistic Capital to Socially Re-Organize Learning
It is a unique space of meaning-making that emerges through conflict, difference, and disagreement to create a new understanding or identity. It explains the uniqueness of each actor or context as a “hybrid.”
Published in Chapter: Becoming Teacher Researchers: Using English Learners' Linguistic Capital to Socially Re-Organize Learning; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
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Chapter 15
Fostering True Literacy in the Commonwealth Caribbean: Bridging the Cultures of Home and School
The context in which the literacy behaviours in which students engaged in their homes and communities meet with academic/school requirements of the classroom.
Published in Chapter: Fostering True Literacy in the Commonwealth Caribbean: Bridging the Cultures of Home and School; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
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Chapter 8
Decolonizing Computing and Research as a Third Space of Academic Sovereignty
“Another way of understanding and acting to change the spatiality of human life, a distinct mode of critical spatial awareness that is appropriate to the new scope and significance being brought about in the rebalanced trialectics of spatiality-historicality-sociality,” ( Soja, 1996 , p. 11).
Published in Chapter: Decolonizing Computing and Research as a Third Space of Academic Sovereignty; From: Third-Space Exploration in Education
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Chapter 11
Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities
A poststructuralist sociolinguistic theory of identity and community realized through language or education. Third Space theory explains the uniqueness of each person, actor or context as a “hybrid.”
Published in Chapter: Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities; From: Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms
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Chapter 27
Religious Use of Mobile Phones
A blended space comprised of both online and offline activities.
Published in Chapter: Religious Use of Mobile Phones; From: Encyclopedia of Mobile Phone Behavior
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