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- W4379617192 abstract "Third Space:A Keyword Essay Sherita V. Roundtree and Michael Shirzadian We were newly appointed graduate WPAs at Ohio State. Both of us were interested in connecting Ohio State's First-Year Writing Program to the surrounding Columbus community, but neither of us were sure how to go about it—how to navigate the various institutional, social, and ethical issues involved in university-community engagement. We carried many of those uncertainties into a meeting with the Columbus Metropolitan Library's community engagement representative. During our first meeting, we learned that, for many students, the library serves as a 'third space' or a space where students spend the greatest amount of time between school and home. We didn't know it then, but this use of third space dovetails nicely with an academic theory of third space that has helped us work through the institutional, social, and ethical issues we have grappled with during our university-community collaboration. This keyword essay maps the theoretical and disciplinary uses of the term 'third space,' seeking to identify where particular uses of the term intersect with and depart from one another. In doing so, we articulate a theory of third space that 1) accounts for the multiple factors contributing to teacher-learner identity formation and meaning-making in community literacy spaces; 2) recognizes and thinks strategically about differential power dynamics in complex and ever-changing teaching-learning ecologies; and 3) imagines itself as always already a theory in practice, or a lived theory (Licona 3). Our understanding of third space encourages us to explore what it means to bring the full potential of ourselves into a space and be met with the full potential of others. Third space also reminds us that engaging potentialities is never power-neutral, that facilitators and students are always negotiating different histories, literacies, epistemologies, and subject positions, and that such negotiations must be done with care, agility, and reflection. With this care in mind, this essay moves between three sections. Section one explores high theory, tracing the dominant characteristics of third space as defined by postcolonial scholar Homi Bhabha and theorists who explicitly cite his theory of third space. Section two considers lived theory—work written by scholars who apply third space theory to pedagogical sites, particularly Adela Licona, Kris Gutiérrez, and Elizabeth Moje et al. Finally, and in an attempt to perform Licona's call to imagine third space as we live it in practice, we focus our final section on a collaborative project we helped launch between Ohio State's First-Year Writing Program and the Columbus Metropolitan Library, specifically CML's Karl Road branch (hereafter CML-Karl Rd). Although we have sectioned our essay for clarity, we acknowledge the [End Page 173] artificiality of these section breaks, how high theory, lived theory, and praxis work simultaneously and constitute each other. High Theory Third space is a descriptive materialist construct which begins by recognizing the specific cultural position of the individual subject (the teacher, the learner, etc.). Our use of 'materialist' here seeks to gesture at that brand of analysis that centralizes corporeal beings moving through space and time. This materialism is sometimes offered as corrective to overly linguistic-discursive formulations of identity development, the lifeblood of poststructuralism. Our use of third space also seeks to complicate the materialist and post-structuralism binary. Like the increasingly popular materialist and literacy term 'ecology,' third space acknowledges that the individual subject is only one agent in complex social assemblages, both informing and informed by, or intra-acting with, other human and nonhuman agents in addition to dominant dis-courses (Barad 139, 197). Third space recognizes that identity is not easily legible apart from or prior to cultural-contextual factors. And yet, as a materialist construct, third space also refuses to ignore the dynamic interplay between corporeal bodies and the social-historical spaces through which they move to produce multiple identities. While various identities may appear fixed or stable, third space's central premise is that is that they are not. Instead, third space insists that identity develops pursuant to a wide range of corporeal-cultural intra-actions (Gries 130, 221, 278). In fact, we owe much of our..." @default.
- W4379617192 created "2023-06-08" @default.
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- W4379617192 date "2020-03-01" @default.
- W4379617192 modified "2023-09-26" @default.
- W4379617192 title "Third Space: A Keyword Essay" @default.
- W4379617192 doi "https://doi.org/10.1353/clj.2020.a772130" @default.
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