The name derives from the idea that when one culture meets another, something new –a third space- is created (Bhabha, 1994) (Kramsch and Uryu, 2013).
The uniqueness of the Third Space lies a) in its focus and b) its method of delivery. In terms of focus, the emphasis is on enhancing the quality of the students’ intercultural experience by inviting an exploration into the everyday life of the ‘host’ place. In this sense, the project does not only engage with the practicalities of living and studying abroad; it encourages students to familiarise themselves with the habits of other people beyond the compass of the normal experience of the visitor. In terms of delivery, this processes of exploration take place within a learner-centered pedagogical framework that allows for the creation of a community of intercultural “explorers”, constituted in the sharing of stories and experiences.
The aim of Third Space is, therefore, to enrich students’ intercultural experience through a self-guided and peer-supported process of intercultural exploration, inspired in part by ethnographic sensibilities. Moreover, by incorporating a (virtual) supportive environment in which students can narrate their adventures, tell stories about specific events and reflect on their experiences, these explorations can be documented in a form that allows integration into more structured schemes of accreditation and evidenced-based approaches to documenting processes of continuous learning.
Why is it important pedagogically?
Opportunities for working, volunteering, and studying overseas are becoming a central element of UK Higher Education, as they promote the development of intercultural awareness and global competences that improve student employability and their overall learning experience (Holmes et al., 2015, Messelink et al., 2015, Penman and Ratz, 2015). Nonetheless, participation in international experiences on its own does not guarantee intercultural engagement and learning (Byram and Dervin, 2008), neither does it improve employability (Messelink et al., 2015). What is essential for the maximization of the benefits of intercultural experiences are well-designed provisions that adequately prepare and support students for their international adventures (Jackson, 2014a).
Pre-departure seminars that facilitate student transitions are commonly offered in HEIs. Often, however, these seminars focus solely on practical considerations such as finance, health measures and academic transfer procedures (Jackson, 2014a). In some cases provisions take the form of credit-bearing modules that include theoretical input, practical tasks and an assessment strategy (e.g. Penman and Ratz, 2015). While an important step towards the students’ preparation, such approaches cover only one phase of the intercultural experience, the pre-departure one.
Research shows that more longitudinal and reflexive approaches that include pre-departure, sojourner and re-entry provisions offer more comprehensive support and improve student intercultural engagement (Jackson, 2014a). A small number of institutions endorse this reflexive, longitudinal approach. The Third Space programme is one such provision.