In a Teaching and Learning Conversation* webinar (26th Nov) Andrew Middleton and I wanted to present and explore some ideas about in-between spaces drawing on the concepts of liminality and third space/place and use this as an opportunity to talk about informal learning.
By in-between spaces we were referring to spaces that are outside pre-defined boundaries (and where there is the potential for people to step outside/transcend existing roles/identities). A lecture room or an institutional virtual learning environment are examples of bounded spaces that are well established and where the roles and expected contribution of staff and students can be said to be almost ‘built in’. In contrast in-between spaces are characterised by having less structure and less well-defined roles and therefore potentially they are spaces where less formalised interactions and conversations can happen. In-between spaces are thus characterised by boundary crossings.
In the webinar I talked about the ‘Students as Teaching and Learning Consultants‘ project and my analysis of the liminal conversational space that developed in the process (see references below). And when we asked participants where and when they learn, ‘in conversation’ and ‘in collaboration’ featured frequently. They also identified the activity of connecting across contexts and public/private, home/work spaces as key to their learning.
Mapping the constituent parts of the idea of in-between space
I have been trying to do a sort of initial mapping of the ideas influencing the notion of in-between and the different disciplines they originate in. In the image below I have tried to trace the influences that come together in the notion of in-between space. From Anthropology and Victor Turner‘s analysis of liminality comes the idea of the transformative power and ambiguous nature of the in-between. From Sociology and the work of Oldenburg (influenced by Georg Simmel‘s work on sociability) comes the idea that the in-between space is characterised by equality and community. From the thinking of Homi Bhaba in Cultural studies and the way Kris Gutierrez combines Bhaba with Vygotsky and Goffman, come the idea that the in-between space has the potential for boundary crossing and is characterised by negotiation and translation.
*TLC is an informal cross-institutional collaboration to provide joint CPD opportunities for everybody teaching and/or supporting learning in Higher Education.
- You can access the webinar recording from the TLC archive
- The original blurb advertising the webinar is also in the TLC webinar pages
- Enhancing teaching and learning through dialogue: a student and staff partnership model. Jensen, K. and Bennett, L. (2015). The International Journal of Academic Development, 21 (1).
- Student Teaching and Learning Consultants: developing conversations about teaching and learning. Jensen, K and Bagnall, D. (2015). Journal of educational innovation, partnership and change, Vol. 1, No.1.