Public Humanities as Third Space: Memory, Meaning-Making and Collections and the Enunciation of “We” in Research

New and emerging media has played a pivotal role in Christianity throughout history. In early times, the Christian message was disseminated directly from Jesus and his followers to growing numbers of worshippers in the ancient world. This unmediated form of Christianity, while effective as a method of proselytization due to its immediacy and intimacy, was limited by how far its early disciples could travel to spread the Gospel of Christ. As communication technology developed through a series of paradigm shifts spread over several centuries of human sociocultural development, Christianity capitalized on these shifts in a variety of ways. This fostered significant structural changes to the religion due to steadily increasing levels of technologically rooted mediation over time. In its most current form, Christianity is mediated through a variety of secular digital media with online capabilities. Media are utilized by increasing numbers of Christian churches throughout America due to their potential as platforms for efficient dissemination and ability to reach large numbers of worshippers with relative ease. As churches integrate secular digital media into their structures, a third space of interconnectivity emerges in which the boundaries between on and offline lived religious practice are bridged; blended; and at times, blurred, depending on the context and level of mediation. This third space that emerges is quantified as a digital religion in which Christianity becomes redefined as a cultural practice and site of collective and individual meaning making.

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Towards a linguistic theory of translation as re-contextualisation and a Third Space phenomenon

Linguistica Antverpiensia, New Series – Themes in Translation Studies ◽

10.52034/lanstts.v7i.213 ◽

2021 ◽

Vol 7 ◽

Author(s):

Juliane House

Keyword(s):

Meaning Making ◽

Third Space ◽

Translation Studies ◽

Functional Approach ◽

Linguistic Theory ◽

Lingua Franca ◽

Sociocultural Contexts ◽

Linguistic Account

The article suggests a theory of translation as re-contextualisation and a ‘Third Space’ phenomenon supplementing the ideas recently suggested in the cultural branch of translation studies with a linguistic account and building a bridge between the two. The view proposed here is rooted in a functional approach to translation. Such an approach is fruitful because it implies a systematic consideration of the context of translation units and the embeddedness of language as a meaning-making tool in micro-situational and macro-sociocultural contexts. The categorically different nature of Third Space in covert and overt translation is exemplified and explained with reference to House ’s theory of translation as re-contextualisation. Finally, possible changes in conceptualizing translation as a Third Space phenomenon are mentioned with a view to the growing dominance of English as a global lingua franca.

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Doctoral writing: learning to write and give feedback across cultures

Studies in Graduate and Postdoctoral Education ◽

10.1108/sgpe-07-2020-0054 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Susan Carter ◽

Qiyu Sun ◽

Farrah Jabeen

Keyword(s):

Meaning Making ◽

Third Space ◽

Cross Cultural ◽

Working Environment ◽

Academic English ◽

Content Type ◽

Constructive Feedback ◽

Emotional Detachment ◽

Writing Feedback ◽

Doctoral Writing

Purpose This study aims to broaches several endemic challenges for academics who support doctoral writing: writers are emotionally protective of their own writing; writing a thesis in English as a second language is a challenging, complex task; and advising across cultures is delicate. Giving constructive feedback kindly, but with the rigour needed to raise writing quality can seem daunting. Addressing those issues, the authors offer a novel way of working with writing feedback across cultures. Design/methodology/approach The case study research team of two candidates and one supervisor stumbled onto an effective way of working across cultural and institutional difference. What began as advisory feedback on doctoral writing became an effective collaborative analysis of prose meaning-making. The authors reflected separately and collectively on how this happened, analysed reflections and this narrative inquiry approach led to theories of use to writing feedback practice. Findings The authors cross between theory and praxis, showing that advisors and supervisors can create Bhabha’s post-colonial third space (a promising social space that sits between cultures, beyond hierarchies, where new ways of thinking can be collaboratively generated) as a working environment for international doctoral writing feedback. Within this zone, Brechtian alienation, a theory from theatre practice, is applied to prompt emotional detachment that enables focus on writing clearly in academic English. Research limitations/implications Arguably the writing feedback session the authors described remains bound by the generic expectations of a western education system. The study is exegetical, humanities reading of practice, rather than a social science gathering of empirical data. Yet the humanities approach suits the point that a change of language, attitude and theory can give positive leverage with doctoral writing feedback. Practical implications The authors provide a novel practical method of supporting international doctoral candidates’ writing with feedback across cultures. It entails attracting the writers’ interest in theory and persuading them, via theory, to look objectively and freshly at their own writing. Also backed by theory, a theoretical cross-cultural space allows for discussion about differences and similarities. Detachment from proprietorial emotions and cross-cultural openness enables productive work amongst the mechanics of clear academic English text. Originality/value Underpinned by sociocultural and metacognitive approaches to learning, reflection from student and supervisor perspectives (the data), and oriented by theory, the authors propose another strategy for supporting doctoral writing across cultures. The authors demonstrate a third space approach for writing feedback across cultures, showing how to operationalise theory.

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Multimodal Technologies in LEGO House: A Social Semiotic Perspective

Multimodal Technologies and Interaction ◽

10.3390/mti2040070 ◽

2018 ◽

Vol 2 (4) ◽

pp. 70 ◽

Cited By ~ 1

Author(s):

Kate Cowan

Keyword(s):

Meaning Making ◽

Third Space ◽

Digital Age ◽

Digital Cameras ◽

Opportunities For Learning ◽

Border Areas ◽

Semiotic Perspective ◽

Play Space ◽

Gains And Losses

Children’s playworlds are a complex interweaving of modes, with the border areas between the digital and non-digital often becoming increasingly blurred. Growing in popularity and prevalence, multimodal technologies blending digital and non-digital elements present novel opportunities for designers of toys and play-spaces as well as being of interest to researchers of young children’s contemporary play and learning. Opened in Denmark in September 2017, LEGO House defines itself as the ‘Home of the Brick’, a public attraction aiming to support play, creativity and learning through multiple interactive LEGO experiences spanning digital and non-digital forms. Offering a rich context for considering multimodal perspectives on contemporary play, this article reports on a range of multimodal technologies featured in LEGO House, including digital cameras, scanners, and interactive tables used in combination with traditional LEGO bricks. Three LEGO House experiences are considered from a multimodal social semiotic perspective, focusing on the affordances of multimodal technologies for play, and the process of transduction across modes, in order to explore the liminal border-areas where digital and non-digital play are increasingly mixed. This article proposes that LEGO House presents an innovative ‘third space’ that creates opportunities for playful interaction with multimodal technologies. LEGO House can be seen as part of a growing recognition of the power of play, both in its own right and in relation to learning, acknowledging that meaning-making happens in informal times and places that are not positioned as direct acts of teaching. Furthermore, it is suggested that multimodal technologies embedded into the play-space expand opportunities for learning in new ways, whilst highlighting that movement between digital and non-digital forms always entails both gains and losses: A matter which needs to be explored. Highlighting the opportunities for meaning-making in informal, play-based settings such as LEGO House therefore has the potential to recognise and give value to playful meaning-making with multimodal technologies which may otherwise be taken for granted or go unnoticed. In this way, experiences such as those found in LEGO House can contribute towards conceptualisations of learning which support children to develop the playfully creative skills and knowledge required for the digital age.

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Translating genres, creating transgenres: Textual 'betweens' as situation-based systemic innovations

Estudios de Traducción ◽

10.5209/estr.71633 ◽

2020 ◽

Vol 10 ◽

pp. 51-67

Author(s):

Esther Monzó-Nebot

Keyword(s):

Social Cognitive ◽

Cultural Practices ◽

Meaning Making ◽

Social Groups ◽

Third Space ◽

Discursive Practice ◽

Cultural Patterns ◽

Community Based ◽

Linguistic Approaches ◽

Discursive Patterns

This paper works on the notion of transgenre (Monzó-Nebot 2001a, 2002a, b), its uses and possibilities in the study of translation as mediating intercultural cooperation. Transgenres are discursive patterns that develop in recurring intercultural situations and are recognized and used by a community. Based on the reiteration of communicative purposes and individuals’ roles in translated situations, interactions are conventionalized to streamline cooperation between cultural and social groups, thereby engendering a distinctive set of taken-for-granted assumptions and meaning-making mechanisms and signs which are particular to a translated event. The paper will first argue how this concept takes a step beyond the existing proposals from cultural, social, and linguistic approaches, especially the third space, the models of norms and laws of translation, and universals and the language of translation (translationese), by focusing on the situatedness of textual, interactional, and cultural patterns and providing a means to model and measure the development of translation as a discursive practice, as such influenced by historical, cultural, social, cognitive, ideologic, and linguistic issues. Then existing applications of the concept and new possibilities will be identified and discussed. The results of existing studies show translations build a third space of intercultural discursive practices showing tensions with both source and target systems. The legal translator is at home in this third space, resulting from their own cultural practices, which are linked to translators’ specific function in a broader multicultural system.

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DISCOURSE AND THIRD SPACE IN FRANK MCCOURT�S NOVEL "TEACHER MAN" AND TOM SCHULMAN�S PLAY "DEAD POETS SOCIETY"; A REFLECTIVE PRACTICE FOR TEACHERS

EduLite Journal of English Education Literature and Culture ◽

10.30659/e.2.2.457-469 ◽

2017 ◽

Vol 2 (2) ◽

pp. 457

Author(s):

Eka Sugeng Ariadi

Keyword(s):

Teaching And Learning ◽

Literacy Practices ◽

Meaning Making ◽

Life Experiences ◽

Third Space ◽

Real Life ◽

Knowledge Domain ◽

Frank Mccourt ◽

Home Space ◽

Home And School

Pahl and Rowsell (2005) elucidate that Discourse is ways of dressing, speaking and acting which delineates person�s identities in literacy practices, while a third space is as a meeting spaces between home space and school space, blend and mix space, in which lets teachers think how their students� meaning-making are happened between school and home. This paper investigates how these theories are fruitfully presented in the character of Mr. McCourt Teacher Man and Mr. Keating Dead Poets Society. Subsequently, it is interconnected with educational theory A taxonomy for Learning, teaching, and assessing: A revision of Bloom�s taxonomy of educational objectives, as recommended by Anderson and Krathwohl (2001). The result shows that the Metacognitive Knowledge domain prominently becomes the intersection as it is emphasizing on the student�s awareness of one�s own cognition and cognitive processes, particularly contextualizing students� knowledge and general knowledge. Mr. McCourt and Mr. Keating have succeeded in shifting frighten and strict classroom situation generated by most teachers become so challenging and much interesting by utilizing multimodal styles and skills, and piloting third space activity. Henceforth, the writer recommends teachers to maximize their own potentials characters to accommodate their students� preferences or styles in learning the subjects. In addition, designing teaching and learning process in-between home and school is necessary to be done, in order to contextualizing and perceiving real life experiences.

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