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You can listen to our podcast conversation on our research project exploring the intersection of writing and identity in Third Space

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Hey Cool Cat, What kinds of writing do you do in your role? How do you experience writing and how does it support your own self-expression?

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How does your institution view or value the writing you do? Is it recognised as part of your role, or is it something you do ‘around the edges’? What would help you feel more supported in your writing? What kinds of resources, time, or recognition would make a difference?

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Have you ever felt constrained by traditional academic writing conventions? How do you navigate those constraints? What kind of impact do you think third space practitioners could have on academic writing practices? How might we help reshape these practices to be more inclusive and diverse?

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If you haven't engaged much with writing yet, what's holding you back? What would encourage you to start? What would it take for writing to become your ‘happy’ place?

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Here's a link to our article, 'Grounded in liquidity: writing and identity in third space' (London Review of Education, 2024)

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Grounded in liquidity: writing and identity in third space

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In this article, we argue that writing for publication has the potential to support the creation, negotiation and stabilisation of the professional identities of third space practitioners in higher education. Caught in the impermanence and unpredictability of liquid life, third space opens up unique opportunities in writing that afford its practitioners a means of building and sustaining identity. It expands academic writing beyond its normative constraints, creating a tension between the apparent permanence and solidity of writing and the liquidity that allows for the negotiation of meaning and identity. As such, writing, particularly for dissemination, provides third space practitioners with a strategy for creating a grounding narrative that helps to stabilise their own identity while allowing the flexibility required by a ‘liquid’ and uncertain present. We explore this process of negotiation by examining the role of writing in identity formation from the perspective of a range of third space practitioners, in an international triple-site qualitative research study involving learning developers, learning designers, academic developers and writing specialists. Our findings reveal that writing, as an act of negotiation of identity in third space, has the potential to actuate the fluidity of the space, so that it can become a site of liberation and resistance that may transform the very act of scholarly writing. What our study shows is that writing offers third space practitioners an opportunity to establish a narrative thread that may stabilise their liquid roles in academia.

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A link to our regular podcast, the Learning Development Project

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The Learning Development Project podcast explores the scholarship of teaching and learning within the field of learning development. The purpose of the LD

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Alicja Syska, PhD - United Kingdom | Professional Profile | LinkedIn

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Location: United Kingdom · 500+ connections on LinkedIn. View Alicja Syska, PhD’s profile on LinkedIn, a professional community of 1 billion members.

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Carina Buckley - Southampton Solent University, United Kingdom Connect with me at https://www.linkedin.com/in/carina-buckley/ 

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Where do you place yourself on the academic-professional spectrum and does this placement shift depending on context?