Timm-Bottos Janis, Reilly Rosemary C
Department of Creative Arts Therapies, Concordia University, Montréal, QC, Canada.
Am J Community Psychol. 2015 Mar;55(1-2):102-14. doi: 10.1007/s10464-014-9688-5.
Third spaces are in-between places where teacher-student scripts intersect, creating the potential for authentic interaction and a shift in what counts as knowledge. This paper describes a unique community-university initiative: a third space storefront classroom for postsecondary students in professional education programs, which also functions as a community art studio for the surrounding neighborhood. This approach to professional education requires an innovative combination of theory, methods, and materials as enacted by the professionals involved and performed by the students. This storefront classroom utilizes collaborative and inclusive instructional practices that promote human and community development. It facilitates the use of innovative instructional strategies including art making and participatory dialogue to create a liminal learning space that reconfigures professional education. In researching the effectiveness of this storefront classroom, we share the voices of students who have participated in this third space as part of their coursework to underscore these principles and practices.
第三空间是师生脚本相交的中间地带，为真实互动以及知识定义的转变创造了可能性。本文描述了一项独特的社区与大学合作计划：为高等职业教育项目学生设立的第三空间临街教室，它同时也是周边社区的艺术工作室。这种职业教育方法要求相关专业人员实施并由学生实践理论、方法和材料的创新组合。这个临街教室采用促进个人与社区发展的协作性和包容性教学实践。它有助于运用包括艺术创作和参与式对话在内的创新教学策略，打造一个重新配置职业教育的阈限学习空间。在研究这个临街教室的成效时，我们分享了参与这个第三空间课程学习的学生的心声，以强调这些原则和实践。
