Creating Third Space through Critical Interactions in a High School: Examining Latin@ Students' Experiences in Neocolonial Society. (1st March 2016)

• Record Type: Journal Article
• Authors: Jobe, Jacob; Coles-Ritchie, Marilee
• Is Part Of: NABE Journal of Research and Practice. Volume 7:Number 1(2016)
• Page Start: 142
• Page End: 185
• Publication Date: 2016-03-01
• Subjects: secondary schools -- English language learners -- post-colonial theory -- critical interactions -- third space -- teacher action research; Education, Bilingual -- United States -- Periodicals; Education, Bilingual -- Periodicals; Education, Bilingual; Electronic journals; Periodicals; 370.11750973
• DOI: 10.1080/26390043.2016.12067807
• Languages: English
• ISSNs: 2639-0043

Abstract

Abstract: English Learners (ELs) often face school environments dominated by White, English speaking values, history, and education practices. This qualitative action research study focuses on the third space development for ELs, all Latin@ students, in a high school mainstream English Language Arts classroom within a post‐colonial theoretical framework. The study's primary focus explores how third space could be opened in a high school classroom through teacher facilitation of critical interaction. The researchers collected data through video observation, student interviews, and teacher reflective journals. The study grew to examine third space throughout the school community in various classrooms using the insights and reflections of the students in the English language classroom, the high school teacher, and a teacher educator. Through the analysis, we found that teachers have ability to actively pursue and facilitate third space, even in a school context that is influenced heavily by dominant history and practices.