Yesterday, I was part of a small cadre that met to sketch out the general direction of a new education-based group. I’m hesitant to use a phrase like “reading group” or “discussion group” specifically because of what were hoping to do here. Like the Beyond Pedagogy group, we’re looking to texts – both educational and not-so-directly-related-education – as an impetus to explore education change and paradigm shift. We’re also looking to meetings that allow us to take away specific ideas and practices that can be implemented in classrooms the next day.
However, what’s different here is the (still being defined) form of the group. For our first – and likely our most traditional – meeting, we looked to this article by Kris Gutierrez. Discussing her use of the Third Space, it was generally agreed that ours would be a group that acts and “dialogues” outside of traditional meeting group space. (“Dialogues” here is more a placeholder than a typical action within the group: dialogue on any given meeting could be hiking, singing, writing, etc.) Using the ascribed frame that Gutierrez provides, we’re looking to establish a sacrosanct meeting that “is a transformative space where the potential for an expanded form of learning and the development of new knowledge are heightened” (page 152). This will encompass play, exploration, hiking (literally), “liberation in the imaginary,” trying to fly (maybe also literally), storytelling, and projection into the future. Very new age-y I realize – bear with me – I’m not alone in thinking there are very real outcomes if this ship stays afloat.
We’ll be jumping into our next text sometime next month. It will be a time to dive into the expected discomfort adults are expected to feel when embracing notions like playing, acting, experiencing.
Like with Beyond Pedagogy, post-meeting posts will be up here for continued discussion as well as to archive the group’s progress. Although our group is starting small and piloting this model the first time through, any interest in extending this model, participating, or general comments are encouraged.
I don’t know about the Real World, but the real real world that we’re trying to figure out just completely excites me. I feel like we’re trying to crack a code or decipher an ancient language…I feel just as confused and don’t know where to begin. I have no idea how this theater book is going to expand our understanding of 3rd space, but I’m so down to find out! I’ve been on the look out for “3rd space” moments in my classroom…discussing the aquisition of power in the context of a conversation about code-switching, a child retelling his favorite Greek myth to me as we lined up for lunch, conversations about having a “boy-silent” day to address the disproportionate amount of male participation (“The girls don’t like talking!” they insisted…and didn’t much care for the tap on the shoulder that every time a girl opens her mouth, the boys either interrupt, shut her down, or have side bars…). Are these 3rd space, I wonder? Still searching… Still super excited to explore together…
this is super exciting… not that the Beyond Pedagogy group wasn’t also exciting… but this one feels a little different. a little more granola. a little more… “savage”. i used to have an idea of what the 3rd space was. i admit now to knowing very little. kind of like the books on display on your bookshelf that you have never admit to reading but you know you everyone else has read by now… yes, all of the Beyond Pedagogy texts.
i too have been on the look out, although i feel i haven’t been as observant, or present in my class as of late. is students’ apprehension to use the full extent of their imaginations in the classroom a 3rd space issue? i think the lack of a space for female participation is very interesting and would venture to say that perhaps the negation of either genders voice in the classroom opens portholes to this magical 3rd space. where is the energy of the girls’ desire to participate going?
i, too, am looking forward to exploring… my theatre book just shipped today!!