Disrupting ruling relations: The role of the PROMISE program as a third space.

2019 ◽  
Vol 12 (3) ◽  
pp. 205-218
Author(s):  
KerryAnn O'Meara ◽  
Kimberly A. Griffin ◽  
Gudrun Nyunt ◽  
Andrew Lounder
Keyword(s):  
Third Space ◽  
Ruling Relations

What Space for Female Subjectivity in the Post-Secular?

2019 ◽  
Vol 36 (7-8) ◽  
pp. 173-192
Author(s):  
Mats Nilsson ◽  
Mekonnen Tesfahuney
Keyword(s):  
Third Space ◽  
Religious Studies ◽  
Feminist Studies ◽  
Female Subjectivity ◽  
Feminist Perspectives ◽  
Role Of Women ◽  
Critical Feminist

This article heeds previous calls for revitalized feminist accounts of gender and religion. Having identified post-secular female pilgrimages as practices that actuate a ‘third space’, we claim that it is a space that cannot be adequately theorized from within secular feminist perspectives and attendant conceptions of subjectivity, agency and autonomy. Nor do perspectives from religious studies and its conceptions of piety as expressions of subjectivity, agency and autonomy do justice to the spatialities and subjectivities of post-secular female pilgrims. The article aligns itself with the budding field of critical feminist studies of post-secularism. We argue that, in general, both the protagonists and the detractors of post-secularism fail to recognize feminist theorizations of religion, the post-secular debate in feminist studies, and the place and role of women in the emergence of the post-secular. Whence, our neologism post-sexularism.

scholarly journals ‘I'll play the game, but I cannot stay’ : The role of third space professionals in encouraging the retention, success and sense of belonging of undergraduate students

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Julie Hughes ◽  
Debra Cureton ◽  
Jenni Jones
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Sense Of Belonging ◽  
Positive Impact ◽  
Third Space ◽  
Academic Identity ◽  
Educational Provision ◽  
Academic Coach

In 2019, a diverse, post-92, Midlands university implemented a new, hybrid third space role called the ‘academic coach’ (AC) to support its mission towards to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success of all its students. Since a sense of belonging to their institution is such a powerful influence on students’ sense of wellbeing, their development of an academic identity and their resilience in the higher education context, with consequent positive impact upon their retention and success, this role is devoted to the pastoral care and personal tutoring of levels three and four students. This case study considers the journey of the AC in defining and shaping this new role and offers the ACs’ perceptions of their influence on the experience of students at levels three and four by enhancing collaborative and learning relationships within the wider university.

scholarly journals A Cave As A Third Space In Tom Schulman’s Play Dead Poets Society; Practical Inspiration For Teachers

2019 ◽  
Vol 3 (2) ◽  
pp. 26
Author(s):  
Eka Sugeng Ariadi
Keyword(s):  
Social Practice ◽  
Cognitive Process ◽  
Writing Skills ◽  
Third Space ◽  
Home School ◽  
Literature Teaching ◽  
Reading And Writing ◽  
Bloom’S Taxonomy ◽  
Process Dimension

Literacy is not a matter of talking and discussing the improvement of reading and writing skills, yet more than that, it is extending as a kind of social practice which involving people’s mundane life to generate specific and unique products of each person. Luckily, literacy can be a put in other subjects; literature and education. In this paper, the notion of third space in literacy is applied as the tool to analyze the role of a cave in Tom Schulman’s play Dead Poets Society, which then influencing a group of Welton Academy students’ awareness of their personal identities, their own cognition and their knowledge needed. To examine the students' movements in connecting three spaces; home, school, and cave, the researcher uses the Knowledge and Cognitive Process dimension, which is retrieved from Bloom’s taxonomy revision as proposed by Krathwohl (2002). The result confirms that the role of a cave, as third space, assists much the students to seek their own voices and identities, and definitely rises their confidence, creativities, and innovations for better transformation. Keywords: Third space, Literacy, Literature, Teaching

Diaspora Space, the Regions, and British Asian Theatre

2011 ◽  
Vol 27 (3) ◽  
pp. 215-228 ◽  
Author(s):  
Graham Ley
Keyword(s):  
South Asian ◽  
Third Space ◽  
Theoretical Concept ◽  
Performance Theory ◽  
Critical History ◽  
Theatre Companies ◽  
Theatre Company ◽  
The University ◽  
Funded Research Project

In 1996 Graham Ley compiled for NTQ a record of the first twenty years of Tara Arts, the London-based British Asian theatre company. In this essay, he tests the theoretical concept of a third space for diaspora culture against the experience of two leading British Asian theatre companies, and considers the contrasting role of an Asian arts centre. From 2004 to 2009 Graham Ley led an AHRC-funded research project on ‘British Asian Theatre: Documentation and Critical History’, and has co-edited with Sarah Dadswell two books soon to be published by the University of Exeter Press: British South Asian Theatres: a Documented History and Critical Essays on British South Asian Theatre. He has earlier published in NTQ on Australian theatre and enlightenment and contemporary performance theory, and is presently Professor of Drama and Theory at the University of Exeter.

scholarly journals The Narrative of Hybrid Identity in the Third Space: A Postcolonial Critique of The Reluctant Fundamentalist by Mohsin Hamid

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Moazzam Ali Malik ◽  
◽  
Shiraz Ahmed ◽  
Mr. Ehtsham
Keyword(s):  
Paradigm Shift ◽  
Textual Analysis ◽  
Third Space ◽  
Hybrid Identity ◽  
Review Of The Literature ◽  
Hybrid Identities ◽  
The Third ◽  
Postcolonial Identity

The study aims at analyzing the construction and the working of hybrid identity in The Reluctant Fundamentalist. The review of the literature discusses how postcolonial identity research has undergone a paradigm shift in recent times. Among the modern postcolonial critics like Bhabha (1994) and Spivak (2013), 'colonizer' and 'colonized' are dynamically dependent on each other for their subjective constructions. The identities of the 'colonizer' and the 'colonized' are not autonomous; rather, they have mutually exclusive identities—a structuralist stance taken by the earliest postcolonial theorists. Instead, such identities of 'colonizer' and 'colonized' are transcultural and fluid in nature and can negotiate themselves 'in the third space of enunciation' for 'new' forms of 'social collectives' (Bhabha, 1994). This aspect of hybrid identities provides the framework for our research. So, the study, through the textual analysis of The Reluctant Fundamentalist, has applied Bhabha's (1994) concept of 'hybridity' to unearth different aspects of Changez's identity in the wake of changing geopolitical and global scenario after the 9/11 event. The study ends on a note that there is a further need to develop the concept of hybrid identity so that it might enlighten us more about the role of 'cultural materials' in constructing such identities.

The Mental Health Interpreter

2021 ◽  
pp. 489-502
Author(s):  
Sarah Parenzo ◽  
Michal Schuster
Keyword(s):  
Mental Health ◽  
Third Space ◽  
Public Mental Health ◽  
Health Clinic ◽  
Mental Health Clinic ◽  
Practical Recommendation ◽  
Reflective Journal ◽  
The Third ◽  
Training And Supervision

This chapter aims to provide an interpretation of the role of the mental health interpreter, using the concept of “third space” taken from the field of cultural translation and the psychoanalytical concept of transference/counter-transference. Such interpretation provides a unique and novel analysis of the work of the mental health interpreter through the perspective of the “third space”, thus enabling a broader view of the interpreter's role in the therapeutic session. The authors' insights are based on a reflective journal written by the first author while working as an interpreter during a parental training in a public mental health clinic in Israel. By reviewing the different roles, powerplays, and challenges in this third space, the authors will suggest some practical recommendation regarding the training and supervision of mental health interpreters, allowing them to serve as competent and ethical mediators between the patient and the therapist.

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