During this week’s reading, David Kirkland’s following quote caught my attention:

In third spaces, both researchers and educators, teachers and students move away from trite notions of space that harden into formal and informal categories. Instead, space gets repositioned around more flexible boundaries and forged in the stuff of both official and unofficial dimensions. This “hybrid” context, as it has been called, is believed to sanction a more inclusive and, for some, more just pedagogical reality. In this way, Hochman (2006) views the third space as “a fertile ground for educational projects and initiatives, particularly those that educate around issues of differences”(p. 200). Importantly, she sees third space as “physical” and “dialectical,” “a space that is neither school nor home” (p. 200) (Kirkland 12). Continue reading Third Space Ideals →