The Turkish Tea Garden

2016 ◽  
Vol 20 (1) ◽  
pp. 56-67 ◽  
Author(s):  
Sharon Wohl
Keyword(s):  
Shared Memory ◽  
Culturally Diverse ◽  
Public Discourse ◽  
Third Space ◽  
Shared Spaces ◽  
Inclusive Settings ◽  
Tea Garden ◽  
Third Spaces ◽  
Democratic Spaces

This article examines the history, use, and significance of the Turkish Tea Garden or Cay Bahcesi, positing that these gardens offer unique democratic spaces for public discourse set within the polis. The article unpacks the historical, cultural, and symbolic features of these gardens, and the role these shared spaces play in Turkey’s multivalent civic environment. It employs Ray Oldenburg’s notion of “third space” to consider how these gardens provide inclusive settings for a culturally diverse citizenry. Furthermore, the article considers how these spaces act as repositories of shared memory, mediating conflict that appears in other societal spheres. The gardens are presented as uniquely “sacred” third spaces, distinct from the “profane” third spaces characterized by Oldenburg.

scholarly journals Multifaith Third Spaces: Digital Activism, Netpeace, and the Australian Religious Response to Climate Change

Religions ◽  
2020 ◽  
Vol 11 (3) ◽  
pp. 105 ◽  
Author(s):  
Geraldine Smith ◽  
Anna Halafoff
Keyword(s):  
Climate Change ◽  
Social Networks ◽  
Real World ◽  
Third Space ◽  
Art Exhibitions ◽  
Digital Activism ◽  
Faith Traditions ◽  
Third Spaces ◽  
Material Religion

Multifaith spaces typically imply sites where people of diverse faith traditions gather to participate in shared activities or practices, such as multifaith prayer rooms, multifaith art exhibitions, or multifaith festivals. Yet, there is a lack of literature that discusses online multifaith spaces. This paper focuses on the website of an Australian multifaith organisation, the Australian Religious Response to Climate Change (ARRCC), which we argue is a third space of digital activism. We begin by outlining the main aims of the multifaith movement and how it responds to global risks. We then review religion and geography literature on space, politics and poetics, and on material religion and embodiment. Next, we discuss third spaces and digital activism, and then present a thematic and aesthetic analysis on the ARRCC website drawing on these theories. We conclude with a summary of our main findings, arguing that mastery of the online realm through digital third spaces and activism, combined with a willingness to partake in “real-world”, embodied activism, can assist multifaith networks and social networks more generally to develop Netpeace and counter the risks of climate change collaboratively.

scholarly journals Digital environments as third spaces: analyses of simple artefacts in the rooms of the MOdE

2020 ◽  
Vol 12 (2) ◽  
pp. 36-45
Author(s):  
Chiara Panciroli ◽  
Veronica Russo
Keyword(s):  
Cultural Heritage ◽  
Third Space ◽  
Digital Museum ◽  
Upper Secondary ◽  
Digital Environments ◽  
Third Spaces ◽  
Access To Knowledge ◽  
Simple Artefacts ◽  
Shared Narrative ◽  
Upper Secondary Schools

Abstract With the spread of digital environments that allow the user to design and produce contents, we have asked ourselves whether digital museums can be considered as ‘third spaces’ in which it is possible to exhibit, research, aggregate and re-elaborate, in a shared narrative, materials and experiences coming from different contexts. Conceiving the digital museum as a third space of contamination between formal and informal, presence and distance, real and digital presupposes the rethinking of the functions of the museum itself, capable of connecting both the demands for safeguards and those of accessibility to the cultural heritage, for an access to knowledge that is increasingly open. Starting from these premises, this contribution references the digital museum Museo Officina dell’Educazione (MOdE) as a third space by specifically analysing the digital settings produced by students of the upper secondary schools and by university students.

Salafist Third Spaces and Hybridic Purity on YouTube

2021 ◽  
Vol 10 (1) ◽  
pp. 13-29
Author(s):  
Susanne Stadlbauer
Keyword(s):  
United Kingdom ◽  
Third Space ◽  
The Self ◽  
Space Theory ◽  
Political Values ◽  
Third Space Theory ◽  
The United Kingdom ◽  
Third Spaces ◽  
The Uk

Abstract This case study applies aspects of third space theory (Bhabha, 2004; Hoover & Echchaibi, 2014) to investigate the activism on the YouTube channel Salafimedia UK (smuk) and their claim to be the self-proscribed “truest” and “purest” Islamic sect. This chapter introduces the somewhat paradoxical concept of “hybridic purity” – an emerging ideology that seeks to encompass pre-modern Islamic practices of the salaf (“predecessors” or first generations of Muslims) as the purest form of Islam (see also Wagemakers, 2016); modern values of individuality and reliance on the “self”; the affordances of the YouTube channel; and resistance to present-day Western cultural and political values, especially those of the United Kingdom (UK), as well as to the UK government’s censorship and bans of Salafist movements. This hybridic purity becomes authoritative as it compels YouTube audience members to take responsibility for their own growth and activism as pious Salafists.

HYBRIDITY, THIRD SPACES AND IDENTITIES IN URSULA LE GUIN’s VOICES

Mousaion ◽  
2015 ◽  
Vol 33 (2) ◽  
pp. 128-139
Author(s):  
Fiona Covarr
Keyword(s):  
South Africa ◽  
Young Adult ◽  
Third Space ◽  
Political Environment ◽  
Hybrid Identity ◽  
The Third ◽  
Adolescent Readers ◽  
Western Shore ◽  
Third Spaces ◽  
University City

This article explores ideas of identity in relation to a young adult fantasy novel, Voices (2006), the second novel in Ursula Le Guin’s Annals of the Western Shore series. Voices is set in a university city, Ansul, which has been invaded by the Alds. Nine-year old Memer Galva is an Ansul citizen who results from her mother being raped by an Ald soldier. She thus has a hybrid identity, since she is neither fully Ansulian nor Ald, and must learn to integrate with the Alds. Memer’s identity is examined in relation to Bhabha’s (1994) concept of hybridity and the third space in his postcolonial work. Hybridity is the adaptation of identity to an individual’s social/political environment by either combining or rejecting elements of the cultures which constitute it. A third space is one occupied by an oppressed/colonised people which is neither central to their culture nor to their oppressors’/colonisers’ culture, but which aids them to negotiate the two. By negotiating various ‘spaces’ in their respective environments, the Ansuls are able to ‘hybridise’ themselves, and ultimately ‘outwit’ or overcome the Alds. Annals of the Western Shore is aimed at adolescent readers who occupy a ‘hybrid’ or liminal identity, being neither children nor adults. They must learn to adapt to and integrate with society as they become adults. Concepts of integration and identity are also relevant to South Africa, where there has been a need for hybridisation and movements into third spaces in order for its inhabitants to better adapt to the socio-political changes experienced in the country.

scholarly journals “Stepping in and stepping out”: Enabling creative third spaces through transdisciplinary partnerships

2019 ◽  
Vol 3 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Giedre Kligyte ◽  
Alex Baumber ◽  
Mieke Van der Bijl-Brouwer ◽  
Cameron Dowd ◽  
Nick Hazell ◽  
...  
Keyword(s):  
Higher Education ◽  
Third Space ◽  
Mutual Learning ◽  
Liminal Spaces ◽  
University Of Technology ◽  
Creative Intelligence ◽  
Third Spaces ◽  
Undergraduate Programs ◽  
The University ◽  
Practical Recommendations

This article explores how transformative higher education approaches can be fostered through an integration of the concepts of third space, Students as Partners (SaP), and transdisciplinarity in practical contexts. We describe a collaborative enquiry that engaged staff and students in a reflexive dialogue centred on the concepts of mutual learning, liminality, emergence, and creativity as enacted in the curriculum of a transdisciplinary undergraduate degree, the Bachelor of Creative Intelligence and Innovation (BCII) at the University of Technology Sydney in Australia. The key insights that emerged through this enquiry were: third spaces in curriculum can be enabled but not constructed, all parties need to embrace uncertainty and a mutual learning mindset, and that “stepping in and out” of such fluid liminal spaces can stimulate creativity. Based on our experience and exploration, we offer some practical recommendations to those seeking to create similar enabling conditions for third spaces in their own undergraduate programs.

scholarly journals It’s learning development, Jim - but not as we know it: academic literacies in third-space

2019 ◽  
Author(s):  
Sandra Abegglen ◽  
Tom Burns ◽  
Sandra Sinfield
Keyword(s):  
Higher Education ◽  
Third Space ◽  
First Year ◽  
Academic Literacies ◽  
Seminal Paper ◽  
Third Spaces ◽  
Learning Development ◽  
The University

This paper maps our experience of conceptualising and teaching an interdisciplinary first-year undergraduate ‘Higher Education Orientation’ module against the seminal paper written by Lea and Street in 1998. We argue for third spaces within the curriculum and for practices that re-imagine what education is and what the university could be.

scholarly journals “More than just a student”: How co-creation of the curriculum fosters third spaces in ways of working, identity, and impact

2019 ◽  
Vol 3 (1) ◽  
pp. 34-49 ◽  
Author(s):  
Tanya Michelle Lubicz-Nawrocka
Keyword(s):  
Civic Engagement ◽  
Student Development ◽  
Third Space ◽  
Learning And Teaching ◽  
Traditional Student ◽  
New Ways Of Working ◽  
The Third ◽  
Third Spaces ◽  
The University ◽  
Traditional Roles

The Third Space (Bhabha, 2004) represents non-traditional roles, processes, relationships, and spaces in which individuals work and have impact. This article presents qualitative research into 13 different curriculum co-creation initiatives at five Scottish universities and analyses the forms of Third Space that emerge.The findings highlight that curriculum co-creation can foster Third Spaces that include: new ways of working in learning and teaching, student development in a space between traditional student and teacher roles and identities, and impact in civic engagement within and beyond the university. The respect and reciprocity that characterise curriculum co-creation can greatly benefit students’ personal and professional development as individuals. In addition, I suggest that the Third Space of civic engagement can advance the Third Mission of universities (beyond impact in the first two missions of teaching and research) when students and teachers work in partnership to have a positive effect on the wider society.

scholarly journals The Metamorphosis And Bifurcation Of Guanxi In Virtual Third Spaces: The Role Of BBS In Changing Social Relationships In China

2011 ◽  
Vol 10 (1) ◽  
Author(s):  
Peter L. Banfe
Keyword(s):  
Cultural Values ◽  
Social Order ◽  
Virtual Communities ◽  
Third Space ◽  
Bulletin Board ◽  
Chinese Society ◽  
Social Constructs ◽  
Electronic Bulletin Board ◽  
Virtual Interaction ◽  
Third Spaces

This research is a the second installation of a planned series of articles exploring the dynamic interaction between the forces of modernization as represented by technology, specifically virtual forms of communication, and traditional culture in China. The focus of the research of this article is the phenomenon of the ubiquity and popularity of BBS (electronic bulletin board systems) in China, long considered “old school” and eclipsed by newer forms of virtual interaction in the West.  The research explores the possibility that BBS’s are developing into virtual third space in which we find traditional social constructs in China being challenged and modified in important ways. Specifically the research underlying this paper proposes to explore that hypothesis that an analysis of the interaction, operations and structure within these social spaces (BBS) might lead one to consider whether or not Guanxi, the relational glue which adheres Chinese society together, as well as other related cultural values and behaviors, are not being updated and modified in critical ways within these virtual third spaces.  Additionally, the research proposes that Guanxi may be bifurcating within the virtual societies of the BBS, where the shared collective experiences of “social networking”  of Guanxi has split from the “utilitarian reciprocal obligation” of “houmen” or guanxi practice.  The results of the research tentatively confirm this proposition and identifies how the unique structure of BBSs and rules of interaction create a new virtual third space, or public sphere, which, while maintaining some aspects of traditional Confucian social order and Guanxi, are leading to their metamorphosis within these virtual communities.

scholarly journals Safe at Home: Co-curricular Spaces for Generative, (un)safe Conversations

2020 ◽  
pp. 222-233
Author(s):  
Chris Rosser
Keyword(s):  
Academic Libraries ◽  
Learning Experiences ◽  
Third Space ◽  
Safe Space ◽  
Christian University ◽  
Transformational Education ◽  
The Creation ◽  
Third Spaces ◽  
At Home

Third space describes an intentional space where normative assumptions are challenged by shared encounter with cultural and ideological otherness; third spaces open possibilities for transformational education. Beam Library at Oklahoma Christian University generates third space experiences through co-curricular events that engage the intersection of faith and culture. Specifically, our Safe at Home chapel exists as a generous (un)safe space that facilitates crucial conversation about gender, sexuality, and faith, empowering students who may feel unsafe because they are or affirm LGBTQIA individuals. Library initiatives like Safe at Home chapel create third space learning experiences, positioning the library at the intersection of formation and information, re-visioning the library as facilitator of generative conversation in a generously hospitable space. As co-curricular entities, academic libraries are aptly situated for the creation of third spaces, demonstrating the educational and formational value of the library as third space.

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