Pre-service teachers new to a field placement need the opportunity to orient themselves in relation to their larger teaching contexts and configure geographies that resonate with the lives of their students. Soja’s Thirdspace offers a lens through which teachers might explore place multi-dimensionally. Building upon a previous arts-based educational research study assessing the potential of arts-based inquiry for supporting pre-service teachers in exploring their teaching contexts, this study, through a second curricular iteration, focused explicitly on art pre-service teachers’ critical geographic analysis, in the form of Thirdspace. In mapping their school zones, pre-service teachers began to identify illusory impressions and conceptions of students, schools and communities and then began to deconstruct them. Such Thirdspace journeys offer space for pre-service teachers to hone their perceptions, to retrain their gazes to see their students’ physical and lived worlds in their complexity and plurality, and to re-imagine the relation between place and pedagogy.
Art-Teacher Education and the Realization of 2030 Education Agenda: Nexus for Sustainable Development in Nigeria
