Promoting Equity in Culturally Diverse Schools: A Literature Review of Third Space Pedagogy

Authors

Sarah E. Harrison, Northwest Nazarene UniversityFollow
Heidi Curtis, Northwest Nazarene UniversityFollow

Keywords

third space, equity, pedagogy, COVID-19

Abstract

The increasingly culturally diverse settings present within today’s P-12 schools necessitate improved pedagogical practices to develop more culturally inclusive and equitable learning environments. Third-space pedagogical practices demonstrate potential as an approach for increasing educational equity by promoting cultural hybridity among diverse students and stakeholders through negotiated sociocultural perspectives and interactions. This literature review summarizes recent scholarship surrounding third-space pedagogy, including discussions of how educators can foster third-space relationships and design third-space learning opportunities in diverse educational settings. In addition, lessons from COVID-19 third-space learning opportunities are discussed as a model for re-envisioning equitable instructional practices post-pandemic.

DOI

10.15760/nwjte.2024.19.2.4

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/42619

Recommended Citation

Harrison, Sarah E. and Curtis, Heidi (2024) "Promoting Equity in Culturally Diverse Schools: A Literature Review of Third Space Pedagogy," Northwest Journal of Teacher Education: Vol. 19 : Iss. 2 , Article 4.
DOI: https://doi.org/10.15760/nwjte.2024.19.2.4