Thirdspace: Journeys to Los Angeles and other Real-and-Imagined Places

Soja, Edward W.

doi:10.1177/030981689806400112

Cited by 1,537 publications

(1,880 citation statements)

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“…Bhabha (1994), in his work on 'location' of culture(s), develops liminal or thirdspace as ambivalent, hybrid spaces that do not separate but rather mediate the mutual exchange and relative meanings of spaces, while at the same time producing tensions and overlaps. Soja (1996;, a cultural geographer who builds on the seminal work of Lefebvre (1991), is also concerned with theorising a thirdspace, calling it lived space, which, for him is a necessary third beyond the modernist binary of perceived (physical) and conceived (mental) space. It is within this thirdspace that there are possibilities of exploring both built and social hybridity, and it is where symbolic use of objects occurs, often expressed as systems of nonverbal symbols or signs.…”

Section: Place Space and Relatingmentioning

confidence: 99%

Making Space for Consuming Practices

Rooney

Manidis

Scheeres

2015

Vocations and Learning

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This empirically driven paper is about workplace learning with specific focus on the 'work' of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Theodore Schatzki (1996, 2005, 2006) and Silvia Gherardi (2001Gherardi ( , 2006Gherardi ( , 2009. The paper frames consuming practices as 'dispersed' (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of 'integrative' (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning.

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Section: Place Space and Relatingmentioning

confidence: 99%

Making Space for Consuming Practices

Rooney

Manidis

Scheeres

2015

Vocations and Learning

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“…To work from a disciplined and standardized viewpoint is part of the "ethical" coding, and competitiveness is the guiding force, which are often legitimized by a panoptical and third space hegemonic structure that affects the human experience from a real and imaginary standpoint (Soja, 1997). That is to say, in the US, Tea Party and Republicans' and /or Conservatives' version of ethics is based on fanatical or religious beliefs that seek to subjugate the masses through disciplinable means.…”

Section: Ethics In a Globalizing Worldmentioning

confidence: 99%

Global Activism and Social Transformation vis-à-vis Dominant Forms of Economic Organization: Critical Education within Afro-Brazilian and Transnational Pedagogical Praxis

Rossatto

2014

Perspect Global Dev Technol

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“…The link between the home and school or EC centre is a central element in discussions about transitions, or what we have called elsewhere the crossing of borders from home to school and back again (Cleghorn & Prochner, 2010). In this regard, hybridity theory (Bhabha, 1994;Soja, 1996) expands our understanding of the use of materials in the preschools in the Shades of Globalization study. They were neither school nor home, but hybrid learning environments -what Levy (2008, p. 48) refers to as the 'space between home and school discourses'.…”

Section: Space Theorymentioning

confidence: 99%

Looking into Early Childhood Education and Development Spaces: Visual Ethnography's Contribution to Thinking about Quality

Cleghorn

Prochner

2012

Global Studies of Childhood

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Discussions about what constitutes a quality early childhood (EC) environment rarely focus on visual or spatial aspects, except to provide background information for talking about EC practice and children's development in the preschool years. There is a need to look beyond the usual quality indicators, which tend to focus on poverty and children's developmental potential so that context and cultural dimensions are often omitted in the discussion. This article thus explores the contribution of visual ethnography for thinking more about, or rethinking, some of the prevailing notions of quality in early childhood education (ECE). To do so, culture is seen as central to the discussion. This includes the organisation of space and the use of materials in EC settings. The idea in this article is to present images that stand in contrast to some of the current globalising discourse about what is good for the world's children. In so doing, the authors thread together seemingly disparate ideas stemming from the centrality of culture and space theory, to the organisation of space, to the use of materials and to transitions in ECE. Common Images of Minority-World Early Childhood SettingsIt is rare to hear mention of the visual or spatial in quality considerations of early childhood (EC) settings, except to provide contextual information for talking about EC practice and children's development in the preschool years. Discussions about quality, especially in the North American context, often refer to such matters as child-adult ratios, the amount of space in and out of doors, and the availability of age-appropriate materials (Harms et al, 2005). A common image of a minority-world EC centre, as presented in foundation early childhood education (ECE) textbooks, is of a single multi-purpose room, stocked with materials that are freely accessible to children and arranged according to themed activity centres, with low tables used mainly for playing with small manipulative items, drawing or eating. Larger materials are used on the floor. An open area is used for whole-group work led by the teacher. The organisation of space is planned to support the assumed educational or care purpose of the programme (Cleghorn & Prochner, 2010). In their review of research on childcare quality, Essa and Burnham (2001, p. 70) conclude: 'More space, more toys and equipment, and a partitioned environment rather than a large open space are indicators of higher quality programs'. Tobin (1995), however, has described inside spaces as frequently exhibiting 'the excesses of the shopping mall', with 'cheap, bright standardized toys crowding a space offering children too many choices between not very well-differentiated goods ' (quoted in Penn, 2011a, p. 132).

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Thirdspace: Journeys to Los Angeles and other Real-and-Imagined Places

Cited by 1,537 publications

References 0 publications

Making Space for Consuming Practices

Making Space for Consuming Practices

Global Activism and Social Transformation vis-à-vis Dominant Forms of Economic Organization: Critical Education within Afro-Brazilian and Transnational Pedagogical Praxis

Looking into Early Childhood Education and Development Spaces: Visual Ethnography's Contribution to Thinking about Quality

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