Exploring the identities of pathways educators through the lens of Third Space Theory
Article
Article Title | Exploring the identities of pathways educators through the lens of Third Space Theory |
---|---|
ERA Journal ID | 11505 |
Article Category | Article |
Authors | Balloo, Kieran, Ramos, Fabiane, Crank, Russell, Crane, Daniel, Hopkins, Susan, McGovern, Mary, Parkes, Frey, Penno, Julie, Singh, Niharika, Todd, Nicholas, Wilson, Victoria, Windsor, Angela and Worsley, Sue |
Journal Title | Pedagogy Culture and Society |
Journal Citation | 32 (5), pp. 1549-1571 |
Number of Pages | 23 |
Year | 2024 |
Publisher | Taylor & Francis |
Place of Publication | United Kingdom |
ISSN | 1468-1366 |
1747-5104 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/14681366.2023.2230986 |
Web Address (URL) | https://www.tandfonline.com/doi/full/10.1080/14681366.2023.2230986 |
Abstract | Pathways educators, who teach into university-based tertiary preparation programmes, contribute to a unique space within widening participation. Conceptualisations of pathways educators’ identities would benefit from further theorisation to understand the challenges and possibilities of this role, so this was the focus of the current study. Ten pathways educators on academic contracts at a regional Australian university co-constructed concept maps and wrote reflections about what it means to be a pathways educator. These maps and reflections were analysed using reflexive thematic analysis to identify patterns, which were then examined through a Third Space Theory lens. The findings highlighted a strong sense of pathways educators dwelling at the margins of academia, in liminal or in-between locations that are complex, nuanced, hard to define and often perceived as lower in status when compared to ‘traditional’ academic spaces. However, the analysis also suggested that finding a home in these fluid, unbounded, spaces might present opportunities for authentic and self-fulfilling work in the ambiguity. While institutional constraints and power imbalances are acknowledged, we also highlight potential implications for pathways educators, and other individuals in academic roles that occupy the margins, through a strength-based lens where agency is not lost but may thrive in unexpected ways. |
Keywords | Widening participation; tertiary preparation; enabling education; Third Space professional; transition; concept maps |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390303. Higher education |
390407. Inclusive education | |
470208. Culture, representation and identity | |
Byline Affiliations | UniSQ College (Pathways) |
University of Southern Queensland | |
UniSQ College (English Language) |
https://research.usq.edu.au/item/yzx4y/exploring-the-identities-of-pathways-educators-through-the-lens-of-third-space-theory
Download files
Published Version
Exploring the identities of pathways educators through the lens of Third Space Theory.pdf | ||
License: CC BY 4.0 | ||
File access level: Anyone |
162
total views47
total downloads14
views this month2
downloads this month