Working towards a ‘thirdspace’ in the teaching of writing to middle years students

The teaching of writing, particularly in the middle years of schooling, is impacted on by converging, and at times, contradictory pedagogical spaces. Perceptions about the way in which writing should be taught are clearly affected by standardised testing regimes in Australia. That is, much writing is taught as a genre process, yet results on standardised tests such as National Assessment Program in Literacy and Numeracy (NAPLAN) show that the writing component consistently receives the lowest scores (ACARA, 2013. Research shows that creative and individualised approaches are necessary for quality writing (Grainger, Goouch & Lambirth, 2005). This paper investigates the writing practices of students in years 5 to 7 in two culturally and linguistically diverse schools. It shows that the writing practices of these students are greatly influenced by teachers’ perceptions about what is required by external testing bodies such as the Australian Curriculum, Assessment and Reporting Authority (ACARA). The paper will then highlight how socio-spatial theory (Lefebvre, 1991) can be applied to explain these practices and offers the notion of a more productive ‘thirdspace’ (Soja, 1996) for improvement in the teaching of writing.

Re-Presenting/Representing Melbourne: A literary and cultural analysis of Melbourne’s inner city and outer suburbs in contemporary fiction

This article provides an overview of a research project investigating contemporary literary representations of Melbourne’s inner and outer suburban spaces. It will argue that the city represented by local writers is an often more complex way of envisioning the city than the one presented in public policy and cultural discourses. In this view, the writer’s vision of a city does not necessarily override or provide a “truer’ account but it is in the fictional city where the complexity of the everyday life of a city is most accurately portrayed. The article will also provide an overview of the theoretical framework for reading the fictional texts in this way, examining how Soja’s concept of Thirdspace (2006) provides a place to engage “critically with theoretical issues, while simultaneously being that space where the debate occurs” (Mole 2008: 3).

Spaces of possibility in pre-service teacher education

Pre-service teacher education is a spatialized enterprise. It operates across a number of spaces that may or may not be linked ideologically and/or physically. These spaces can include daily practices, locations, infrastructure, relationships and representations of power and ideology. The interrelationships between and within these (sometimes competing) spaces for pre-service teachers will influence their identities as teachers and learners across time and space. Pre-service teachers are expected to make the connections between these often-contradictory spaces with little or no guidance on how to negotiate such complex relationships. These are difficult spaces, yet the slippages and gaps between these spaces offer generative possibilities. This paper explores these spaces of possibility for pre-service teacher education, and uses the spatial theories of Lefebvre (1991) and Foucault (1977, 1980) to argue that critical reflective practice can be used to create a ‘thirdspace’ (Soja, 1996) for reconstructing future practice.

School-community engagement : a critical approach to involving young people in an urban planning project

This study examines the participation of a group of high school students in designing a Heritage Journey as part of an urban redevelopment project in their community. School-community engagement offers young people an opportunity to engage in community life and influence decisions that affect them. Forging links between community and school is becoming more important for teachers as they attempt to create new authentic learning opportunities for young people within a changing world. Increasingly, researchers and urban planners are including children and young people as active decision makers and participants in community engagement projects. However, models of participation tend to be adult-focussed, conceive participation in terms of low to high graduated levels and lack a clearly articulated theoretical basis. The research problem in this study focuses on investigating whether the inclusion of young people in school-community engagement results in value adding to urban planning and is an example of genuine participation. The aim of the study is to provide a theoretically informed, empirically rich understanding of the inclusion of young people in a community engagement strategy for an urban planning project. Theories of space developed by Henri Lefebvre and Edward Soja are drawn upon for understanding how space is understood, used, and redeveloped by the students and other stakeholders. The study also draws on David Harvey’s notion of utopia and space to consider the imaginative possibilities of the students’ designs and ideas. The study uses a participatory research approach and documents the opportunities and challenges of this methodology. The thesis argues that school-community engagement within a "Thirdspace" offers many new opportunities for the emergence of authentic learning situations. Key findings from the study show young people’s participation in an urban planning project can achieve successful results when young people are given opportunities for full participation in decision-making processes; multiple pathways for active engagement are incorporated into the research design; opportunities for mentoring are provided; realistic timelines are communicated to all stakeholders and the needs and social practices of the local community are acknowledged. A new spatial model of community engagement is proposed as an outcome of the study. Unlike previous models of participation, this model demonstrates how exclusion and inclusion can be conceived visually, and may prove effective for conceptualising future community engagement projects that involve young people.

The Australian beachspace : flagging the spaces of Australian beach texts

The Australian beach is a significant component of the Australian culture and a way of life. The Australian Beachspace explores existing research about the Australian beach from a cultural and Australian studies perspective. Initially, the beach in Australian studies has been established within a binary opposition. Fiske, Hodge, and Turner (1987) pioneered the concept of the beach as a mythic space, simultaneously beautiful but abstract. In comparison, Meaghan Morris (1998) suggested that the beach was in fact an ordinary or everyday space. The research intervenes in previous discussions, suggesting that the Australian beach needs to be explored in spatial terms as well as cultural ones. The thesis suggests the beach is more than these previously established binaries and uses Soja's theory of Thirdspace (1996) to posit the term beachspace as a way of describing this complex site. The beachspace is a lived space that encompasses both the mythic and ordinary and more. A variety of texts have been explored in this work, both film and literature. The thesis examines textual representations of the Australian beach using Soja's Thirdspace as a frame to reveal the complexities of the Australian beach through five thematic chapters. Some of the texts discussed include works by Tim Winton's Breath (2008) and Land's Edge (1993), Robert Drewe's short story collections The Bodysurfers (1987) and The Rip (2008), and films such as Newcastle (dir. Dan Castle 2008) and Blackrock (dir. Steve Vidler 1997). Ultimately The Australian Beachspace illustrates that the multiple meanings of the beach's representations are complex and yet frequently fail to capture the layered reality of the Australian beach. The Australian beach is best described as a beachspace, a complex space that allows for the mythic and/or/both ordinary at once.

Branding Melbourne : re-imagining the landscape through Christos Tsiolkas’ The Slap (2008)

In this paper I am focusing on one aspect of what Henri Lefebvre first termed the espace vecu “the fully lived space” (Soja 1999); and that aspect of space which exists within the geographical imagination. Building upon Lefebvre’s ideas Edward Soja acknowledges that “lived cities are never completely knowable” (1999) although in this paper I argue that often a fictional city is much more complex and diverse, much more revealing of the practices of everyday life than the homogenised concept often put forward in public discourses. Recent Melbourne fiction opens out this complexity, destabilizing public policy-making to reveal a socially diverse suburban landscape occupying both planned and organic spaces. The text that will be analysed in relation to this year’s conference theme The Geographical Imagination is a fictional text situated in Melbourne called The Slap that was written by Christos Tsiolkas in 2008.

TEXTA Book Club in the QUT Art Museum

TEXTA runs as a type of book club that we have previously labelled as ‘bespoke’ (Ellison, Holliday and Van Luyn 2012). We visualise TEXTA as a meeting place between the community and the university, as a space for discussion and engagement with both visual art forms and written texts. In today’s presentation, we shall briefly establish the ‘bespoke’ bookclub. We then want to introduce the idea of TEXTA as an example of a book club that negotiates Edward Soja’s Thirdspace (1996) – a space that incorporates and extends concepts of First and Secondspace (or perceived and conceived spaces). In doing so, we showcase two recent sessions of TEXTA as case studies. We will then illustrate some ideas we have for expanding TEXTA beyond the boundaries of Brisbane city, and invite feedback on how to further extend the opportunities for community engagement that TEXTA can offer in regional areas.

I must walk through the gate : an ontological necessity

This research is a self-study into my life as an athlete, elementary school teacher, leamer, and as a teacher educator/academic. Throughout the inquiry, I explore how my beliefs and values infused my lived experiences and ultimately influenced my constructivist, humanist, and ultimately my holistic teaching and learning practice which at times disrupted the status quo. I have written a collection of narratives (data generation) which embodied my identity as an unintelligent student/leamer, a teacher/learner, an experiential learner, a tenacious participant, and a change agent to name a few. As I unpack my stories and hermeneutically reconstruct their intent, I question their meaning as I explore how I can improve my teaching and learning practice and potentially effect positive change when instructing beginning teacher candidates at a Faculty of Education. At the outset I situate my story and provide the necessary political, social, and cultural background information to ground my research. I follow this with an in depth look at the elements that interconnect the theoretical framework of this self-study by presenting the notion of writing at the boundaries through auto ethnography (Ellis, 2000; Ellis & Bochner, 2004) and writing as a method of inquiry (Richardson, 2000). The emergent themes of experiential learning, identity, and embodied knowing surfaced during the data generation phase. I use the Probyn' s (1990) .. metaphor of locatedness to unpack these themes and ponder the question, Where is experience located? I deepen the exploration by layering Drake's (2007) KnowlDo/Be framework alongside locatedness and offer descriptions of learning moments grounded in pedagogical theories. In the final phase, I introduce thirdspace theory (Bhabha, 1994; Soja, 1996) as a space that allowed me to puzzle educational dilemmas and begin to reconcile the binaries that existed in my life both personally, and professionally. I end where I began by revisiting the questions that drove this study. In addition, Ireflect upon the writing process and the challenges that I encountered while immersed in this approach and contemplate the relevance of conducting a self-study. I leave the reader with what is waiting for me on the other side of the gate, for as Henry James suggested, "Experience is never limited, and it is never complete."

Catastrophic subjects: feminism, the posthuman, and difference

This article considers the question of difference in posthuman representations, through an interrogation of feminist reclamations of monstrous and cyborg forms. Through a critical analysis of the popular culture phenomenon Marilyn Manson, I pursue an alternative engagement with hybrid forms that disrupts the oppositional structuring of self/Other relations upon which a politics of identity and difference gains currency. Theories of the monstrous, Jean Baudrillard's writing on catastrophe, and digital morphing are explored to interrogate established understandings of difference within the context of a simulation culture that complicates the binaries of gender difference. Theorizing the posthuman subject as catastrophic occasions new imaginings for the subject that reside beyond the fixity of signifying practice.

Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have

There have been more than 100 reports focusing on the effectiveness of teacher education in Australia over the last 35 years with many positioning teacher education as flawed and in need of reform. These frequent criticisms have drawn attention to the difficulty teacher educators can experience when trying to interrupt or contest this representation: a situation not unique to Australia. In the United States, for example, Pam Grossman has suggested that those in teacher education “seem ill prepared to respond to critics who question the value of professional education for teachers with evidence of our effectiveness” (Grossman in J Teach Educ 59(1):10–23, 2008). A key question facing teacher educators, therefore, concerns the kinds of research that will most effectively allow us to lead debates about teacher preparation. This paper outlines an approach to the conceptualization and conduct of research into the effectiveness of teacher education that seeks to move debates in new directions. Drawing upon the theoretical resources of Soja (Thirdspace: journeys to Los Angeles and other real-and-imagined places, 1996) and Lefebre (The production of space, 1991) we outline the ways in which a spatial approach to conceptualizing teacher education influenced the design and conduct of a large scale, longitudinal project that investigated the question of the effectiveness of teacher education in Australia. In exploring the design features of this ARC linkage grant the paper demonstrates how research changes when teacher education is conceptualised from a spatial point of view and illustrates the ways in which consideration of the conceived, perceived and lived spaces of teacher education can move research about effectiveness into new directions.

Il geografo riluttante. R.K. Narayan e il mondo di Malgudi

Il presente lavoro è dedicato allo studio della geografia immaginaria creata dallo scrittore indiano di lingua inglese R.K. Narayan (1906-2001), allo scopo non solo di indagare la relazione che si stabilisce tra spazio, personaggi e racconto, ma anche di rilevare l’interazione tra il mondo narrativo e le rappresentazioni dominanti dello spazio indiano elaborate nel contesto coloniale e postcoloniale. Dopo un primo capitolo di carattere teorico-metodologico (che interroga le principali riflessioni seguite allo "spatial turn" che ha interessato le scienze umane nel corso del Novecento, i concetti fondamentali formulati nell’ambito della teoria dei "fictional worlds", e i più recenti approcci al rapporto tra spazio e letteratura), la ricerca si articola in due ulteriori sezioni, che si rivolgono ai quattordici romanzi dell’autore attraverso una pratica interpretativa di ispirazione geocritica e “spazializzata”. Nel secondo capitolo, che concerne la dimensione “verticale” che si estende dal cronotopo dei romanzi a quello dell’autore e dei lettori, si procede al rilevamento, all’interno del mondo narrativo, di tre macro-paesaggi, successivamente messi a confronto con le rappresentazioni endogene e esogene dello spazio extratestuale; da questo confronto, la cittadina di Malgudi emerge come proposta autoriale di riorganizzazione sociale e urbana dal carattere innovativo e dallo statuto eterotopico, sia in rapporto alla tradizione letteraria dalla quale origina, sia rispetto alle circostanze ambientali dell’India meridionale in cui essa è finzionalmente collocata. Seguendo una dinamica “orizzontale”, il terzo capitolo esamina infine il rapporto tra lo spazio frazionato di Malgudi, i luoghi praticati dai suoi abitanti e la relazione che questi instaurano con il territorio transfrontaliero e con la figura del forestiero; inoltre, al fine di stabilire la misura in cui la natura dello spazio narrativo influisce sulla forma del racconto, si osservano le coincidenze tra il tema dell’incompiutezza che pervade le vicende dei personaggi e la forma aperta dei finali romanzeschi.