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Third Space Perspectives - researcher and practitioner blog 

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Third Space Perspectives - researcher and practitioner blog 

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Inspiration of what's possible in the third space

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Inspiration of what's possible in the third space

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Today has been fantastic - loved hearing the stories, perspectives and work from the speakers. As someone who is very new to the third space (still conducting my part-time doctoral studies on the side of work in a professional services role)... I'd just really value hearing the stories of those who have been in this space for a while now.

What have they learned? Especially from people who are looking to write, research and publish (and come from a professional services background), as that aligns with my own journey.

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Reality/sanity checks; bouncing ideas/challenges; encouraging those of us who are perhaps reluctant to put our head above the parapet in 'writing'.

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Gosia brought up an article I published several years ago, so here's the link:

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DOI:
https://doi.org/10.18806/tesl.v34i1.1258

Abstract

Teachers of English for Academic Purposes (EAP) in the Canadian university setting often experience professional marginalization in terms of lack of status, clarity of mandate, or administrative home within their institutions. Despite having broadly benefitted the ESL/EAL sector in Canada, traditional trait-focused professionalization efforts have been less effective at countering this marginalization of EAP teachers within our universities. However, these margins could be reimagined as a pedagogically innovative space for some university EAP teachers to define their professionalism in terms not of what they are, but what they do. Recharacterizing the margins as a third space (Whitchurch, 2008) could allow a degree of freedom for EAP teachers to best exercise their professionalism on their own terms: a postmodern professionalism focused on engagement, service, and collaboration.

Les enseignants d'anglais académique en milieu universitaire canadien se retrouvent souvent marginalisés sur le plan professionnel quant à leur statut, à la clarté de leur mandat ou à leur niche administrative au sein de leur établissement. Les efforts traditionnels relatifs aux développement professionnel des enseignants visent des traits et, si leurs bienfaits se sont fait largement ressentir dans le secteur canadien de l'ALS/ALA, ils ont moins bien réussi à contrer cette marginalisation des enseignants d'anglais académique dans nos universités. Toutefois, ces frontières pourraient être repensées comme des espaces pédagogiques novateurs où des enseignants d'anglais académique à l'université définissent leur professionnalisme, pas en termes de ce qu'ils sont, mais en termes de ce qu'ils font. La requalification des frontières comme un troisième espace (Whitchurch, 2008) pourrait créer un niveau de liberté permettant aux enseignants d'anglais académique de mettre en pratique leur professionnalisme à leur manière : un professionnalisme postmoderne axé sur l'engagement, le service et la collaboration.

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The Margins as Third Space: EAP Teacher Professionalism in Canadian Universities

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https://doi.org/10.18806/tesl.v34i1.1258 Teachers of English for Academic Purposes (EAP) in the Canadian university setting often experience professional marginalization in terms of lack of status, clarity of mandate, or administrative home within their institutions. Despite having broadly benefitted the ESL/EAL sector in Canada, traditional trait-focused professionalization efforts have been less effective at countering this marginalization of EAP teachers within our universities.

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https://rattusscholasticus.wordpress.com/

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Please be on a lookout for our call for papers for a special issue on Third Space, which will be coming out in the next few weeks! 

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Please be on a lookout for our call for papers for a special issue on Third Space, which will be coming out in the next few weeks! 

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About the Journal | Journal of Learning Development in Higher Education

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The Journal of Learning Development in Higher Education (JLDHE) is aimed at those interested in all aspects of how learning is facilitated and how it is experienced by students in higher education, in the UK and internationally. We welcome submissions that explore how students learn, succeed in, and…

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Welcome to the ALDinHE blog aimed at all those working in the field of learning development. If you would like to write a blog, please email admin@aldinhe.ac.uk

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The Voice of Technology Enhanced Learning Educator Advisors

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About the TELedvisors SIG

In tertiary education, there is a wide range of highly skilled and knowledgeable people that provide advice, support and leadership about all facets of technology enhanced learning (TEL).

We are known as educational designers, developers and consultants, learning technologists, and academic developers, among other things. Collectively, we are TELedvisors.

We consider TEL to include all aspects of teaching and learning practice because in the 21st century, there is little that isn't in some way inextricably intertwined with technology (cf. Selwyn 2017).

Below is a 3 minute introduction to the TELedvisors network and what it does:

The TELedvisors network exists to:

Raise the profile and understanding of the work and value of TELedvisors in tertiary education

Foster communication and collaboration between TELedvisors across Australia and New Zealand

Create and share ideas, practices and resources for use in our day to day work

Identify and implement opportunities to improve TEL practices in tertiary education

Establish and foster partnerships/relationships with other academic and professional teams that intersect with TELedvisors

We do this by:

Advocating for TELedvisors in the broader tertiary education sector and promoting understanding of the nature and value of these roles

Holding monthly online webinars addressing key issues and ideas and also showcasing our work

Providing online spaces for communication and the sharing of digital resources

Facilitating and promoting local face-to-face meetups of TELedvisors

Showcasing the work and achievements of TELedvisors and creating media to promote understanding of TELedvisors

Developing resources, policy proposals and papers that can be used by and at tertiary education institutions to support more effective collaboration with teachers and TELedvisors

Supporting research projects and publications by and about TELedvisors

Ref: Selwyn, N. (2017). Education and technology. London: Bloomsbury.

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In tertiary education, there is a wide range of highly skilled and knowledgeable people that provide advice, support and leadership about all facets of technology enhanced learning (TEL). We are known as educational designers, developers and consultants, learning technologists, and academic developers, among other things. Collectively, we are TELedvisors.

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Ed Bickle & Ian Johnson I'm really enjoying this conceptualization of Third Space as safe space in terms of student support.

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Might not be a new point to this group, but I think many professionals (are forced to) think "if I want to get on, I have to get out [of the third space]". We really need to problematise this and move the discussion to getting on within the space as the presenters have really made clear.

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Re Natalia's talk - I'm very interested in how to design diverse careers for all. And the sustainable careers concept is great - this would really be supportive of long-term staff (not leaving for another institution but rather follow various paths in one institution)

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Re Natalia's talk - I'm very interested in how to design diverse careers for all. And the sustainable careers concept is great - this would really be supportive of long-term staff (not leaving for another institution but rather follow various paths in one institution)

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Like the Happy/Healthy/Productive Venn diagram from Van der Heijden and De Vos (2015)!

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Like the Happy/Healthy/Productive Venn diagram from Van der Heijden and De Vos (2015)!

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I know you are going to publish some of the work in the in-house journal at UoL but if anyone is interested in publishing further work then please think of Perspectives, Policy and Practice in Higher Education. https://www.tandfonline.com/journals/tpsp20 You can contact me about this on j.l.caldwell@salford.ac.uk 

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I know you are going to publish some of the work in the in-house journal at UoL but if anyone is interested in publishing further work then please think of Perspectives, Policy and Practice in Higher Education. https://www.tandfonline.com/journals/tpsp20 You can contact me about this on j.l.caldwell@salford.ac.uk 

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Re. 'skills can be hard to pin down [for third spacers]', it becomes much easier when you consider the major spaces colleagues are working in. Is there a list of common spaces that colleagues work in or move through (if not could we try and draft one)? I'll speak a bit to this in terms of quality and policy shortly. Thank you!