A Third Space Pedagogy: Embracing Complexity in a Super-Diverse, Early Childhood Education Setting

Autor/in	Tatham-Fashanu, Christina
Titel	A Third Space Pedagogy: Embracing Complexity in a Super-Diverse, Early Childhood Education Setting
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 4, S.863-881 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tatham-Fashanu, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1952295
Schlagwörter	Foreign Countries; Preschool Children; Early Childhood Education; Student Diversity; Social Influences; Cultural Influences; Communication (Thought Transfer); Play; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sozialer Einfluss; Cultural influence; Kultureinfluss; Communication; thought; Kommunikation; Gedanke; Spiel
Abstract	In Britain, 'super-diverse' communities, where children navigate multiple cultural repertoires, are increasingly prevalent. However, Reception teachers are pressured to ensure children, aged four and five, conform to a narrow conception of 'school-readiness'. Research demonstrates children in multicultural contexts construct a 'third space', bridging their home and school discourses. This research shows how opportunities for third space creation are inherently tied to the nature of physical space, and its concomitant social expectations. It is argued that complexity in super-diverse communities can be harnessed and embraced, rather than reduced. Data presented were drawn from a year-long collaborative ethnographic study of children in a Reception class in the north of England. Children co-created cartoons, collaborating with the researcher in interpreting the data. Significantly, findings indicate that teachers can incorporate the third space as an alternative lens through which to understand and meet the challenges of teaching a linguistically and culturally diverse student cohort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01