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Journal articles on the topic 'The Third Space'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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1

Bodman, Whitney S. "Muslim Space As Third Space." Muslim World 111, no. 4 (2021): 584–91. http://dx.doi.org/10.1111/muwo.12413.

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Bapaye, Amol, Sravan K. Korrapati, Siddharth Dharamsi, and Nachiket Dubale. "Third Space Endoscopy." Journal of Clinical Gastroenterology 54, no. 2 (2020): 114–29. http://dx.doi.org/10.1097/mcg.0000000000001296.

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Goksel, Iklim. "Third Space Masculinities." Journal of Middle East Women's Studies 12, no. 2 (2016): 288–90. http://dx.doi.org/10.1215/15525864-3507760.

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4

Purnell, David, and Deborah Cunningham Breede. "Traveling the Third Place: Conferences as Third Places." Space and Culture 21, no. 4 (2017): 512–23. http://dx.doi.org/10.1177/1206331217741078.

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The purpose of this research study was to extend the concept of third places, as explained by Oldenburg, as being places designed as meeting places being dynamic rather than static. The primary sites for this article were conferences attended by the authors. Defining social events within the meeting spaces of conferences as third spaces pushed the traditional third place theory forward. It offered a way for rituals to be explored more deeply through the experiences they offered. This study asked the reader to pay attention to the periphery where interaction takes place and consider how we frame concepts of third places. In this piece, we explored how the space of a conference “functions as a safe, relaxed space outside the home [and] can actually lead to a deeper investment” by attendees via third-place qualities. The third-place quality offers a space within which human connections supersede a space’s designated purpose and become multipurposed, durable, and long-lived, spanning space, time, and distance. We suggest that the conference becomes transformative, altering a nonplace, a generic place, into a third place.

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5

Packer, Randall. "Third Space Network: Theatrical Roots." Lumina 11, no. 2 (2017): 82–109. http://dx.doi.org/10.34019/1981-4070.2017.v11.21446.

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This essay provides an overview of artistic work and experimentation leading to the concept of the Third Space Network: a live Internet broadcast and performance project for connecting artists, audiences, and cultural perspectives from around the world. The concept of the third space suggests the collapse of the local (first space) and remote (second space) into a third, socially constructed networked space. The third space can be viewed as a new realization of the community of theater in a globally connected culture: performance space for broadcasted live art, a forum for the aggregation of artist streams of media art, and an arena for social interaction. The following is a personal artistic history and contextualization of nearly thirty years of live performance, interactive media, installation, Internet art, and the spaces they inhabit. This essay connects early work in Music Theater from the late 1980s and early 1990s to more recent networked projects to frame the idea of the Third Space Network as a new theatrical environment rich in potential for live performance and creative discourse.

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Barlow, Constance A. "In the Third Space." International Social Work 50, no. 2 (2007): 243–54. http://dx.doi.org/10.1177/0020872807073990.

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English Utilizing data derived from Indian field instructors, Indian administrators and students, this article considers the experience of Canadian social work practicum students in India within the conceptual framework of Bhabha's Third Space. It concludes with implications for social work international field education. French En s'inspirant de données provenant de superviseurs, d'administrateurs et d'étudiants indiens, cette étude se penche sur l'expérience d'étudiants canadiens en stage de travail social en Inde, et qui se sont inspirés du cadre conceptuel du troisième espace de Bhabha. Cette étude tire des conclusions pour l'enseignement du travail social international. Spanish Se considera la experiencia de trabajo de campo de estudiantes canadienses en la India. Se utilizan los datos derivados de los instructores de campo y administradores de la India, y de los estudiantes mismos. El trabajo de campo estaba enmarcado conceptualmente por el Bhabha's Tercer Espacio. Se concluye con implicaciones para las prácticas de trabajo social en el campo internacional.

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Boumlik, Habiba, and Joni Schwartz. "Conscientization and Third Space." Adult Education Quarterly 66, no. 4 (2016): 319–35. http://dx.doi.org/10.1177/0741713616652475.

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Beverley, John. "Beyond the third space." Postcolonial Studies 5, no. 3 (2002): 327–32. http://dx.doi.org/10.1080/1368879022000032829.

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9

Greenwood, Janinka. "Within a Third Space." Research in Drama Education: The Journal of Applied Theatre and Performance 6, no. 2 (2001): 193–205. http://dx.doi.org/10.1080/13569780120070731.

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Lanzerotti, Louis J. "Space Weather's Third Anniversary." Space Weather 4, no. 10 (2006): n/a. http://dx.doi.org/10.1029/2006sw000290.

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11

McNamee, Lacy G., and Brittany L. Peterson. "Reconciling “Third Space/Place”." Management Communication Quarterly 28, no. 2 (2014): 214–43. http://dx.doi.org/10.1177/0893318914525472.

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Rochielle, Jules, and B. Stephen Carpenter. "Navigating the Third Space." Journal of Curriculum and Pedagogy 12, no. 2 (2015): 131–33. http://dx.doi.org/10.1080/15505170.2015.1055412.

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13

Wright, Scott. "From “Third Place” to “Third Space”: Everyday Political Talk in Non-Political Online Spaces." Javnost - The Public 19, no. 3 (2012): 5–20. http://dx.doi.org/10.1080/13183222.2012.11009088.

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14

Nabi, Zaheer, and D. Nageshwar Reddy. "Third-Space Endoscopy: Recent Updates." Journal of Digestive Endoscopy 12, no. 03 (2021): 160–66. http://dx.doi.org/10.1055/s-0041-1739971.

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AbstractThird space or submucosal space is a potential space which on expansion allows the endoscopist to execute a multitude of therapeutic procedures for various gastrointestinal diseases like achalasia, subepithelial tumors, Zenker’s diverticulum, and refractory gastroparesis. Third space was first utilized for performing endoscopic myotomy in cases with achalasia cardia about a decade ago. Since then, the field of submucosal endoscopy has witnessed an exponential growth. The present review focuses on recent advances in the field of third-space endoscopy. With regard to per-oral endoscopic myotomy (POEM) in achalasia cardia, several recent studies have evaluated the long-term outcomes of POEM, compared endoscopic myotomy with pneumatic dilatation (PD) and surgical myotomy, and evaluated the outcomes of short- versus long-esophageal myotomy. In addition, the utility of multiple dose antibiotic prophylaxis to prevent infections after POEM has been questioned. Overall, the results from these studies indicate that POEM is a durable treatment modality, equally effective to Heller’s myotomy and superior to PD. With regard to gastric-POEM (G-POEM), recent studies suggest only modest efficacy in cases with refractory gastroparesis. Therefore, quality studies are required to identify predictors of response to optimize the outcomes of G-POEM in these cases. Another third-space endoscopy procedure that has gained popularity is endoscopic division of septum in cases with esophageal diverticula including Zenker’s POEM and epiphrenic diverticula POEM (Z-POEM and D-POEM, respectively). The technique of diverticulotomy using the principles of submucosal endoscopy appears safe and effective in short term. Data on term outcomes are awaited and comparative trials with flexible endoscopic myotomy required. Per-rectal endoscopic myotomy (PREM) is the most recent addition to third space endoscopy procedures for the management of short-segment Hirschsprung’s disease. Limited data suggest that PREM may be a promising alternative surgery in these cases. However, quality studies with long-term follow-up are required to validate the outcomes of PREM.

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Oliveira, Mirlany Mendes Maciel, Rodrigo da Franca Acioly, Dennis Dinelly de Souza, Bruno Araújo da Silva, and Daniel Do Carmo Carvalho. "Third Molar Displacement into Submandibular Space." Case Reports in Dentistry 2019 (September 17, 2019): 1–3. http://dx.doi.org/10.1155/2019/6137868.

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There are various accidents and complications that may occur during extraction of dental elements. The displacement of dental elements to other facial spaces is one kind of the possible complications, and there may be significant physical and psychological results for the patient. The treatment for this kind of occurrence may vary from a conservative technique to surgical procedure, what will depend on clinical characteristics, symptoms, the location of the dental element, and its relation to adjacent structures. The objective of this article is to report a clinical case of the displacement of a lower third molar tooth into the submandibular space during its extraction, followed by surgical removal through extraoral approach, with proservation for the next two years when patient evolved to paresthesia of the inferior alveolar nerve.

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Baars, Judith E., Ted Stoklosa, Arthur J. Kaffes, and Payal Saxena. "Maintaining hemostasis during third-space endoscopy." VideoGIE 3, no. 10 (2018): 304–5. http://dx.doi.org/10.1016/j.vgie.2018.07.004.

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17

Moreno, Cristina Díaz, and Efrén García Grinda. "Third Natures: Incubators of Public Space." Architectural Design 83, no. 4 (2013): 46–55. http://dx.doi.org/10.1002/ad.1618.

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18

Scharer, Matthias. "TZI als »Third Space« transreligiöser Begegnungen." Themenzentrierte Interaktion 31, no. 2 (2017): 131–38. http://dx.doi.org/10.13109/tzin.2017.31.2.131.

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19

Delos Reyes, Jen. "Love, Education, and the Third Space." Journal of Curriculum and Pedagogy 12, no. 2 (2015): 139–42. http://dx.doi.org/10.1080/15505170.2015.1055398.

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20

Routledge, Paul. "The Third Space as Critical Engagement." Antipode 28, no. 4 (1996): 399–419. http://dx.doi.org/10.1111/j.1467-8330.1996.tb00533.x.

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21

Maydeo, Amit, and Vinay Dhir. "Third-space endoscopy: stretching the limits." Gastrointestinal Endoscopy 85, no. 4 (2017): 728–29. http://dx.doi.org/10.1016/j.gie.2016.12.002.

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22

Parikh, Malav P., Niyati M. Gupta, and Madhusudhan R. Sanaka. "Esophageal Third Space Endoscopy: Recent Advances." Current Treatment Options in Gastroenterology 17, no. 1 (2019): 63–75. http://dx.doi.org/10.1007/s11938-019-00217-6.

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23

Karp, Aaron. "Space technology in the third world." Space Policy 2, no. 2 (1986): 157–68. http://dx.doi.org/10.1016/0265-9646(86)90061-5.

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24

Jacob, Matthias, Daniel Chappell, and Markus Rehm. "The ‘third space’ – fact or fiction?" Best Practice & Research Clinical Anaesthesiology 23, no. 2 (2009): 145–57. http://dx.doi.org/10.1016/j.bpa.2009.05.001.

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25

Hobbs, R. E. "Third international conference on space structures." Journal of Constructional Steel Research 5, no. 3 (1985): 243–44. http://dx.doi.org/10.1016/0143-974x(85)90006-9.

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26

Bower, Richard. "Marginality and the Third Space of Unadopted Plotlander Roads." Space and Culture 20, no. 4 (2017): 485–99. http://dx.doi.org/10.1177/1206331217707474.

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This article explores the characteristics and relationships of marginality in informal space and plotlander housing in the context of Homi K. Bhabha’s cultural hybridity and Third Space. To illustrate and examine the processes of marginalization that defined informal space in the United Kingdom, this article will critically analyze the previously undocumented plotlander community at Studd Hill on the North Kent coastline.1 Examining key aspects of this sites social origins and its marginal spatial context reveals the positive implications and challenges of informal space and social hybridization. In this analysis, issues of spatial vulnerability and marginality of plotlander communities are critically reframed as analogous to the sociospatial characteristics and innovative practices highlighted by Bhabha in postcolonial hybrid space. Focusing specifically on the challenges of the unadopted roads at Studd Hill, this article’s comparisons reveal how the anarchistic emergence of plotlander housing in the United Kingdom has produced innovative solutions to their social marginality that reflect the spatial values of postcolonial hybrid spaces.

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27

Masta, Al Azhary, Siti Fatimah, and Muhammad Taqiyuddin. "Third Version of Weak Orlicz–Morrey Spaces and Its In-clusion Properties." Indonesian Journal of Science and Technology 4, no. 2 (2019): 257–62. http://dx.doi.org/10.17509/ijost.v4i2.18182.

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Orlicz–Morrey spaces are generalizations of Orlicz spaces and Morrey spaces which were first introduced by Nakai. There are three versions of Orlicz–Morrey spaces. In this article, we discussed the third version of weak Orlicz–Morrey space, which is an enlargement of third version of (strong) Orlicz– Morrey space. Similar to its first version and second version, the third version of weak Orlicz-Morrey space is considered as a generalization of weak Orlicz spaces, weak Morrey spaces, and generalized weak Morrey spaces. This study investigated some properties of the third version of weak Orlicz–Morrey spaces, especially the sufficient and necessary conditions for inclusion relations between two these spaces. One of the keys to get our result is to estimate the quasi- norm of characteristics function of open balls in ℝ.

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28

Levitsky, Kenneth A., Benjamin A. Alman, David S. Jevsevar, and James Morehead. "Digital Nerves of the Foot: Anatomic Variations and Implications Regarding the Pathogenesis of Interdigital Neuroma." Foot & Ankle 14, no. 4 (1993): 208–14. http://dx.doi.org/10.1177/107110079301400406.

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Seventy-one cadaveric feet were dissected, with attention to communicating branches of the digital nerves, the diameters of the digital nerves, the distance between the metatarsal heads, and the presence or absence of interdigital neuromas. A communicating branch was absent in 52 feet (73.2%) and present in 19 specimens (26.8%). The communication was from the fourth to the third web space common digital nerve (i.e., from the lateral to the medial plantar nerve) in 11 specimens. A reverse communication, from the third to the fourth web space common digital nerve (i.e., from the medial to the lateral plantar nerve), was present in eight specimens. Neuromas were identified in the second web space in 26 specimens and in the third web space in 32 feet. The common digital nerve to the third web space was not thicker in feet with a contribution from the fourth to the third web space nerve. Additionally, the incidence of third web space neuroma in feet with this type of communication was not significantly greater than in those feet without an internervous communication. However, the intermeta-tarsal head distances and the ratios of the intermetatarsal head distance to the digital nerve diameter in web spaces 2 and 3 were significantly smaller in comparison to spaces 1 and 4 ( P < .05). The morphometric data lend support to theories that explain the propensity for neuroma formation in both the second and third web spaces on a mechanical basis. The data do not support those theories that explain an increased incidence of third web space neuroma formation based on a communication from the fourth to the third web space digital nerve.

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29

sci, global. "Embracing Classroom Diversity in the Third Space." Innovative Teaching and Learning 2, no. 1 (2020): 26–42. http://dx.doi.org/10.4208/it1.20200004.

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sci, global. "Embracing Classroom Diversity in the Third Space." Innovative Teaching and Learning 2, no. 1 (2020): 26–42. http://dx.doi.org/10.4208/itl.20200004.

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31

Pyne, Stephen J. "Space: a Third Great Age of Discovery." Space Policy 37 (August 2016): 113–19. http://dx.doi.org/10.1016/j.spacepol.2016.11.008.

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32

Kalua, Fetson. "Homi Bhabha's Third Space and African identity." Journal of African Cultural Studies 21, no. 1 (2009): 23–32. http://dx.doi.org/10.1080/13696810902986417.

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33

Khan, Shahnaz. "Muslim Women: Negotiations in the Third Space." Signs: Journal of Women in Culture and Society 23, no. 2 (1998): 463–94. http://dx.doi.org/10.1086/495259.

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34

Schuck, Sandy, Matthew Kearney, and Kevin Burden. "Exploring mobile learning in the Third Space." Technology, Pedagogy and Education 26, no. 2 (2016): 121–37. http://dx.doi.org/10.1080/1475939x.2016.1230555.

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35

Westman, Peter, and Julian McDougall. "Ethnographic Media Literacy in the Third Space." International Journal of Critical Media Literacy 1, no. 2 (2019): 193–213. http://dx.doi.org/10.1163/25900110-00102003.

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As Poveda, Thomson and Ferro (2018) observe, there is a momentum in ethnographic explorations of the arts in education in which “an increasing number of researchers have turned their attention to expressive practices and artistic spaces as contexts and tools for learning, identity construction and social mobilization (p. 269).” However, the distinction between ethnography of education and education by ethnography – i.e. an ethnographic pedagogy – is at least partly maintained within this momentum. This research attempted an ethnographic approach to pedagogy, utilising digital media literacy for creative production, to facilitate new ways for students to critically engage with their own lived experiences in relation to their participation in formal ‘schooled’ learning. The pedagogic value of this type of ethnographic approach was assessed over two years of participatory fieldwork with three secondary schools and one further education college in the West Midlands of the United Kingdom, working with teachers in multiple curricular areas using ‘low-tech’ media literacy work with students. Our findings suggest that while there are clear benefits presented by this (digital) ethnographic pedagogy, for it to work in media literacy education there is a need for the creation of critical, dynamic “third spaces” (Bhabha 1994) for students to work in. The creation of these spaces is highly contingent on the respective classification and framing (Bernstein 1975) of the subject curriculum. This research developed out of a series of ethnographic interventions into digital media education, including a European Union funded project on ethnographic social documentary as a transferable pedagogic tool (McDougall 2013) and a large scale field review of third space media literacies (Potter and McDougall 2017, see also McDougall et al. 2018). To apply this conceptual framing to a specific pedagogic context over a longer time period, the research aimed to address the following research questions: 1. What pedagogical value is afforded by the use of ethnographic digital media making as a tool for creative production and critically reflexive media literacy? 2. How can ethnographic pedagogy, in the form of creative digital media production, enhance participation in classroom learning? 3. What is the potential for ‘low-tech’ creative production to transgress boundaries between curriculum areas and modes of literacy, learning and teaching? 4. How can ethnographic digital media-making give ‘voice’ to learners and how is ‘voice’ socio-culturally framed within pedagogic and research discourses?

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36

Hecht, Jeff. "‘Telerobotics’ offers third way for space exploration." New Scientist 214, no. 2865 (2012): 22. http://dx.doi.org/10.1016/s0262-4079(12)61279-2.

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37

English, Leona M. "Feminist Identities: Negotiations in the Third Space." Feminist Theology 13, no. 1 (2004): 97–125. http://dx.doi.org/10.1177/096673500401300108.

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38

McDougall, Julian, and John Potter. "Digital media learning in the third space." Media Practice and Education 20, no. 1 (2018): 1–11. http://dx.doi.org/10.1080/25741136.2018.1511362.

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39

Husain, Mazhar, Manu Rastogi, and Deepak K. Jha. "Endoscopic Third Ventriculostomy through the Interfornicial Space." Pediatric Neurosurgery 41, no. 3 (2005): 165–67. http://dx.doi.org/10.1159/000085878.

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40

Jamal, Ashraf. "The third space: On restlessness and redemption." Current Writing 14, no. 1 (2002): 106–21. http://dx.doi.org/10.1080/1013929x.2002.9678116.

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41

Jahn, Marisa Morán. "Case Study NannyVan: Storytelling as Third Space." Journal of Curriculum and Pedagogy 12, no. 2 (2015): 166–67. http://dx.doi.org/10.1080/15505170.2015.1055411.

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42

Schapiro, B. "Negotiating a Third Space in the Classroom." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 9, no. 3 (2009): 423–39. http://dx.doi.org/10.1215/15314200-2009-004.

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43

KEYWORTH, G. A., and B. ABELL. "The Third Generation of the Space Age." Science 245, no. 4913 (1989): 16. http://dx.doi.org/10.1126/science.245.4913.16.

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44

Pyne, Stephen J. "Space: a third great age of discovery." Space Policy 4, no. 3 (1988): 187–99. http://dx.doi.org/10.1016/0265-9646(88)90061-6.

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45

Greenberg, Joel S. "Third-party liability insurance and space launches." Space Policy 4, no. 3 (1988): 211–20. http://dx.doi.org/10.1016/0265-9646(88)90063-x.

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46

Wang, Hongyu. "Self-formation in a creative third space." Studies in Philosophy and Education 26, no. 4 (2007): 389–93. http://dx.doi.org/10.1007/s11217-007-9036-4.

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47

Gautam, Pawan, and Ashima Valiathan. "Space for second and third molar eruption." American Journal of Orthodontics and Dentofacial Orthopedics 129, no. 5 (2006): 594–95. http://dx.doi.org/10.1016/j.ajodo.2006.03.017.

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48

Saintio, Fidelis Aggiornamento, Anang Sujoko, and Wawan Sobari. "Third Space of Communication in Soekarno's Thought." Technium Social Sciences Journal 18 (April 7, 2021): 158–69. http://dx.doi.org/10.47577/tssj.v18i1.2962.

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Viewed from the perspective of the third space of communication, colonialism is no longer a moment of the West’s domination over the East. The boundary between superiority and inferiority is removed by exchanges of influences. In addition, the third space of communication can also be used as a means of fusing different cultures and values. However, when applied in certain contexts, there are opportunities to enrich the idea of a third space of communication. The enrichment of this idea can be found in the state speech made by President Soekarno on June 1, 1945. Apart from formulating the foundation of the Indonesian state, the speech also aimed to unite the diverse Indonesian peoples into one national identity. Through a hermeneutics analysis, it was found that there was no need to fuse or remove diversity to form a third space of communication

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49

Hansen, Perben, Ina Fourie, and Anika Meyer. "Third Space, Information Sharing, and Participatory Design." Synthesis Lectures on Information Concepts, Retrieval, and Services 13, no. 3 (2021): i—134. http://dx.doi.org/10.2200/s01096ed1v01y202105icr074.

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50

Elsden-Clifton, Jennifer, and Debi Futter-Puati. "Creating a Health and Sustainability Nexus in Food Education: Designing Third Spaces in Teacher Education." Australian Journal of Environmental Education 31, no. 1 (2015): 86–98. http://dx.doi.org/10.1017/aee.2014.44.

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AbstractThere is growing pressure from the public health sector, government, environmental, medical and scientific fields to teach young people about food. However, little is known about pre-service teachers’ preparation in this area. This article addresses this gap by providing a case study of one approach to food education, which was purposefully designed to bring together two fields — health education and education for sustainability (EfS) — in teacher education in Victoria, Australia. This article outlines the ways in which this approach has the potential to challenge the conventions of both fields and ‘spaces’ of health (first space) and sustainability (second space), and gave rise to a possible ‘third space’ (Soja, 1996). This article uses data collected from Promoting Health Education, a 10-week course designed for generalist primary school pre-service teachers. It also utilises reflections from pre-service teachers and teacher educators (also the authors) to explore how they navigated first, second and third spaces. In doing so, the authors examine some of the learning potentials and difficulties within third spaces, including: designing third spaces; wrestling with the dominance of first space; complexities of second space; and questioning what might be lost and gained through the design of third spaces.

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