A systematic literature review of Third Space theory in research with children (aged 4-12) in multicultural educational settings

Tatham, Christina

doi:10.1080/14681366.2023.2283798

Cited by 3 publications

(2 citation statements)

References 37 publications

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“…Together, we thus extend the understanding of participatory research, examining its benefits and limitations from our individual perspectives as adults and children (Montreuil et al., 2021). While third‐space theory is frequently used in research with children, particularly in multicultural contexts (Tatham, 2023), we argue that the collaborative approach of co‐authorship, aligned with critical dialectical pluralism, offers new conceptualisations for participatory research methodology, improving all participants' (children and adults alike) understanding of the research process and its inherent complexities.…”

Section: Introductionmentioning

confidence: 91%

‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research

Little,

Raine,

Choo

et al. 2024

British Educational Res J

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This paper, co‐authored between three adults and five children aged 8–11, adopts a ‘collaborative writing as inquiry’ approach to examine and discuss the authors' experiences of a participatory research project through the lens of critical dialectical pluralism. In the original project, children formed two ‘young advisory panels’, one online, comprising children from all over England, and one in a primary school in a suburban area in North England, informing and collaborating on the creation of 45 educational activities supporting critical digital literacy. Rather than focusing on the original research itself, the paper focuses on making a methodological contribution, through detailed and collaborative reflections on notions such as agency, power and control. Over a period of four 60 to 90 min‐long meetings once the actual research was completed, adult and child authors considered their respective roles in the project, as well as detailing their understanding of the project as a whole. In co‐framing our perceptions of participatory research, we problematise adult anxieties and highlight the importance of exploring ‘silence as voice’, arguing for an extension to participatory research projects, going beyond the research itself and creating a ‘third space’ which is un/familiar to all participants, openly inviting engagement with discomfort and normalising uncertainty.

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Section: Introductionmentioning

confidence: 91%

‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research

Little,

Raine,

Choo

et al. 2024

British Educational Res J

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“…Desde la investigación reciente se ha vinculado la creación de terceros espacios con los contextos educativos, relacionándolos con el ejercicio de construcción de comunidad (Cannella, 2024), proponiéndolos como instrumento para el desarrollo identitario en entornos educativos con múltiples discursos (Tatham, 2023) e, igualmente, como contextos donde se facilita una práctica pedagógica transdisciplinar y creativa (Kligyte et al, 2022). No obstante, teniendo en cuenta esta naturaleza relacional y abierta del término, es posible discriminar características que ayuden en la identificación e implementación de terceros espacios educativos que respondan al reto de esa toma de conciencia educativa.…”

Section: Enseñanza En (El) Común Y Terceros Espacios Educativosunclassified

Pensar en (el) común: Experiencia COMOOC como tercer espacio para crear comunidad desde la educación y las artes

Escaño,

Dewhurst

2024

Revista Interuniversitaria de Formación del Profesorado (RIFOP)

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¿Qué podemos pensar, hacer, investigar, crear, jugar y activar en común? Esta pregunta ―compuesta de diferentes interrogantes― supone el detonante para una praxis que queda circunscrita en el marco metodológico de la investigación-acción educativa y dentro del contexto del City College of New York (Nueva York, EE.UU., octubre del 2023). Una acción que congregó a un conjunto internacional de trece profesionales de las artes, la educación y la investigación social y comunitaria preocupados por la creatividad, la formación docente, las artes y la pedagogía, procedentes de instituciones de Estados Unidos, México, Brasil, Argentina y España. La propuesta se denomina COMOOC y responde a unas siglas que no son fijas y que, en diferentes idiomas y de manera dinámica, juegan con ideas como comunidad, creatividad, apertura e hibridación de espacios digitales y no digitales. Este ejercicio mantiene conexiones con los fundamentos de la teoría del común, la educación dialógica y la experiencia de los terceros espacios educativos. Los resultados quedan relacionados al territorio conceptual de la enseñanza de la comunidad y entran en conversación directa con diferentes disciplinas y su tratamiento interseccional. Como parte de las conclusiones, la construcción de este tercer espacio educativo ha implicado una concientización de las relaciones colectivas donde hacer y pensar ―desde y por― el común supone un eje transversal de la acción pedagógica investigadora.

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Fostering practically based learning spaces through industry-engaged higher education models

Emms,

Kersh,

Laczik

2024

London Review of Education

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This article aims to identify settings where joint working in third space occurs between academics and other professionals supporting educational outcomes and through the development and sustainability of unique learning environments that link academic provision and work-related learning. Specifically, the focus of the article is on the preparation of higher education students for the world of work, facilitating links between academic studies and practical experiences. It aims to unpack the ways in which higher education institutions respond to the complexities of the changing labour market and develop approaches when moving their academic provision towards a more work-related provision to enable students to engage with industries and learn alongside professionals. An explorative, qualitative case study approach was employed, using semi-structured interviews with staff members from two universities. Findings indicate that the crossover between theoretical learning, practical experiences and employer engagement involves continuous boundary crossing of in-between spaces (for example, intersections between higher education and work) to foster the effective development of skills and expertise of students necessary for the contemporary world of work. The case study universities showed that engaging with third spaces contributes to integrating academic and practical learning, and introduces students to industry-engaged higher education, enhancing employability skills. Through these spaces, students can experience unknown challenges in the context of a constantly changing world of work. The findings suggest that this requires an enabling learning ecosystem, underpinned by a range of components, including continuous stakeholder collaboration, curriculum development and integration of theory and practice.

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A systematic literature review of Third Space theory in research with children (aged 4-12) in multicultural educational settings

Cited by 3 publications

References 37 publications

‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research

‘The power to SAY what I want to and it gets written down’: Situating children's and adults' voices and silence in participatory research

Pensar en (el) común: Experiencia COMOOC como tercer espacio para crear comunidad desde la educación y las artes

Fostering practically based learning spaces through industry-engaged higher education models

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