Bibliografie tematiche / Third Space hybridity

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Letteratura scientifica selezionata sul tema "Third Space hybridity"

Autore: Grafiati

Pubblicato: 18 settembre 2024

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Articoli di riviste sul tema "Third Space hybridity"

Amoamo, Maria. "Tourism and hybridity: Re-visiting Bhabha’s third space". Annals of Tourism Research 38, n. 4 (ottobre 2011): 1254–73. http://dx.doi.org/10.1016/j.annals.2011.04.002.

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Kampamba, Royda. "Teaching and Learning of Chemistry: The Hybridity of Third Space Approach". Interdisciplinary Journal of Education Research 3, n. 2 (15 agosto 2021): 74–83. http://dx.doi.org/10.51986/ijer-2021.vol3.02.08.

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This article explored diversity and hybridity in the third space as a teaching resource. Students bring to the classroom or third space their diverse sociocultural issues, knowledge levels of chemistry, and socioeconomic status. Educators also bring to the third space their university knowledge and culture. Hence, a classroom or third space is a hybrid. The intersection of the students’ activity systems and educators’ activity systems created a third space. Activity systems are social practices that include the norms, values, divisions of labour, and community goals. The study intended to explore the negotiations by chemistry educators and first-year students in teaching-learning of acids-bases reactions. It is a topic that most students experience challenges from secondary school to graduate level. Acids-bases are one of the threshold concepts. Qualitative research was employed in the study. Data were collected through classroom observations. A thematic approach was employed to analyse data. Five chemistry educators and their classes were purposely sampled. Cultural-Historical Activity Theory (CHAT) was employed to unpack group dynamics in a Zambian university. Interactions in the learning spaces generated constraints, tensions, diversity, and affordances for both educators and students. The findings suggest that hybridity may be a resource in teaching acids-bases threshold concepts. Educators should understand students’ knowledge and cultural diversities. Researchers can investigate how students’ different acids-bases knowledge levels can promote success in chemistry.

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Ghasemi, Parvin, Samira Sasani e Fatereh Nemati. "Third Space, Hybridity, and Colonial Mimicry in Fugard's Blood Knot". Khazar Journal of Humanities and Social Sciences 21, n. 1 (aprile 2018): 34–52. http://dx.doi.org/10.5782/2223-2621.2018.21.1.34.

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Literature, as a branch of Humanities, has a significant role in demonstrating the problems and the realities of a society. Therefore, the literary texts written in South Africa, had a major role in the victory of people against the policy of Apartheid, according to which the whites were segregated from non-whites. Harold Athol Lanigan Fugard is one of the writers, who showed his hatred and dissatisfaction to the world, with his plays. He is known for his deeply rooted and controversial anti-apartheid plays. His Blood Knot (1961) has been chosen in this study, in which the negative implications of colonialism and racism can be explored. Bhabha is one of the influential critics whose works give priority to the agency of colonized people. The relation between the colonizer and the colonized will be scrutinized subsequently according to what Bhabha mentioned in his influential book The Location of Culture.

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Taylor, Peter Charles. "FORUM: Alternative Perspectives Cultural Hybridity and Third Space Science Classrooms". Cultural Studies of Science Education 1, n. 1 (24 dicembre 2005): 189–208. http://dx.doi.org/10.1007/s11422-005-9007-4.

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Subedi, Narendra Raj. "Cultural Hybridity in The Kite Runner". Journal of Development Review 8, n. 1 (1 agosto 2023): 22–27. http://dx.doi.org/10.3126/jdr.v8i1.57123.

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The Kite Runner is a novel written by Khaled Hosseini. The novel is a mirror to see the Afghan history, culture, religions, politics and many other aspects of the nation. Specifically, the novel evolves round the Afghan immigrants in Fremont, California. This paper attempts to reveal the issues of cultural differences between the two cultures: Afghan/Muslim and the American/Christian where the Afghan immigrants face cultural difficulties in a new land. In the colonial, post-colonial and post-modern societies people from across the world travel, migrate, immigrate and even settle in a new cultural location where they have to assimilate, resist or interpret the new culture. In the midst of it, this article will examine the readjustment of the immigrants in a culturally different location. Readjustment is not easy but can be made possible by their choice off cultural hybridization. In this context Homi K Bhabha, a post-colonial theorist is considered for the application part in the present study. For Bhabha the cultural space means neither the one nor the other but something else besides, in between. Neither this nor that so the third space is created for the cultural practice. The Afghan immigrants find the third space where they can rest their cultural pain. Certainly, the assumption of 'in between-space' will help to come out to the cultural problems of immigrants in the new land.

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Bower, Richard. "Marginality and the Third Space of Unadopted Plotlander Roads". Space and Culture 20, n. 4 (9 luglio 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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Abbas, Sehar, e Sundus Gohar. "Another Gulmohar Tree – A Tale of Identity and Hybridity". Journal of English Language, Literature and Education 4, n. 3 (29 marzo 2023): 117–40. http://dx.doi.org/10.54692/jelle.2023.0501159.

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This research analyzes the novella, Another Gulmohar Tree, written by Aamer Hussain, a Pakistani writer. The aim of this study is to analyze the theme of identity crisis by applying the Theory of Hybridity and Third Space given by Homi K. Bhabha. It has been investigated how the change of culture makes a person hybrid. This research further discusses an individual's challenges while moving from one place to another. Moreover, the mixture of eastern and western cultures also has been explained in the study concerning Hybridity. This research shows the collision of Pakistani and British cultures in Pakistani society. The individuals who migrate from one place to another experience loss of culture, norms and religious customs, resulting in a change of identity, Hybridity, and third space, along with giving way to a distorted concept of self-realization and adjusting to a new culture. The research highlights the difference between the cultures, creating a new sense of individual and their expression.

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Gutiérrez, Kris D., Patricia Baquedano‐López e Carlos Tejeda. "Rethinking diversity: Hybridity and hybrid language practices in the third space". Mind, Culture, and Activity 6, n. 4 (gennaio 1999): 286–303. http://dx.doi.org/10.1080/10749039909524733.

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Hollinshead, Keith. "Tourism, Hybridity, and Ambiguity: the Relevance of Bhabha's ‘Third Space’ Cultures". Journal of Leisure Research 30, n. 1 (marzo 1998): 121–56. http://dx.doi.org/10.1080/00222216.1998.11949822.

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Moosavinia, Sayyed Rahim, e Sayyede Maryam Hosseini. "Liminality, hybridity and ‘Third Space:’ Bessie Head’s A question of power". Neohelicon 45, n. 1 (7 giugno 2017): 333–49. http://dx.doi.org/10.1007/s11059-017-0387-8.

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Tesi sul tema "Third Space hybridity"

Cotangco, Teeana. "A Global Hybridity: Snakehead Influence on Identity and Migration". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2157.

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Through introduction of Fujian Province as home to the largest migrant population in the world, this article aims to address the negotiation of intersections between local and global forces that form new spaces throughout the diaspora. The "third space," a term coined by Homi Bhabha, addresses the fluid identity of Chinese-Filipino individuals that both acknowledges the traditional notions of "Chinese" while being influenced by a history of colonization in the Spanish Philippines. I incorporate my own personal experience as an American-born Chinese-Filipino navigating new spaces, and also the experience of my family members through interviews.

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Habes, Gloria. "In the In-Between: Chinese Experimental Art in the Third Space". Doctoral thesis, Universitat Internacional de Catalunya, 2015. http://hdl.handle.net/10803/291942.

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This thesis shines a light on the Euroamerican reception of Chinese experimental art from 1990-2004. A selection of twelve exhibitions held in the Euroamerican context on Chinese experimental art are analysed within this study and a elaborate look has been taken at the exhibition itself, the works on display , the exhibition catalogue and the reviews that have been generated. The study focusses on Chinese experimental artists overseas but gives a very good impression on how Chinese experimental art has been received in general in the Euroamerican context. Also an extensive part of this dissertation has been dedicated to explaining basic and more in-depth background information on Chinese experimental art in order to gain a better understanding of this art current. Here, special attention has been paid to the overseas artists, and concepts such as transexperiences, hybridity, third space, diaspora and exile, and the “East-West” dichotomy.

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Bellocchi, Alberto. "Learning in the third space : a sociocultural perspective on learning with analogies". Queensland University of Technology, 2009. http://eprints.qut.edu.au/30136/.

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Research on analogies in science education has focussed on student interpretation of teacher and textbook analogies, psychological aspects of learning with analogies and structured approaches for teaching with analogies. Few studies have investigated how analogies might be pivotal in students’ growing participation in chemical discourse. To study analogies in this way requires a sociocultural perspective on learning that focuses on ways in which language, signs, symbols and practices mediate participation in chemical discourse. This study reports research findings from a teacher-research study of two analogy-writing activities in a chemistry class. The study began with a theoretical model, Third Space, which informed analyses and interpretation of data. Third Space was operationalized into two sub-constructs called Dialogical Interactions and Hybrid Discourses. The aims of this study were to investigate sociocultural aspects of learning chemistry with analogies in order to identify classroom activities where students generate Dialogical Interactions and Hybrid Discourses, and to refine the operationalization of Third Space. These aims were addressed through three research questions. The research questions were studied through an instrumental case study design. The study was conducted in my Year 11 chemistry class at City State High School for the duration of one Semester. Data were generated through a range of data collection methods and analysed through discourse analysis using the Dialogical Interactions and Hybrid Discourse sub-constructs as coding categories. Results indicated that student interactions differed between analogical activities and mathematical problem-solving activities. Specifically, students drew on discourses other than school chemical discourse to construct analogies and their growing participation in chemical discourse was tracked using the Third Space model as an interpretive lens. Results of this study led to modification of the theoretical model adopted at the beginning of the study to a new model called Merged Discourse. Merged Discourse represents the mutual relationship that formed during analogical activities between the Analog Discourse and the Target Discourse. This model can be used for interpreting and analysing classroom discourse centred on analogical activities from sociocultural perspectives. That is, it can be used to code classroom discourse to reveal students’ growing participation with chemical (or scientific) discourse consistent with sociocultural perspectives on learning.

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Bellocchi, Alberto. "Learning in the third space : a sociocultural perspective on learning with analogies". Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30136/1/Alberto_Bellocchi_Thesis.pdf.

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Bazinet, Nolan. "Les tiers-espaces une analyse de l'ambivalence dans La bagarre et Les pédagogues de Gérard Bessette, The apprenticeship of Duddy Kravitz et The Street de Mordecai Richler". Mémoire, Université de Sherbrooke, 2011. http://hdl.handle.net/11143/5663.

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In Critical Practice, Catherine Belsey states how traditionally, classic realism is interpreted as a genre that"presents individuals whose traits of character, understood as essential and predominantly given, constrain the choices they make" (Belsey 74). Belsey's claim is significant in that it articulates what is often the locus of tension and conflict in the genre: rigid, essentialist identitary discourse.In summarizing and considering the various identitary discourses at play within Mordecai Richler's The Apprenticeship of Duddy Kravitz and The Street and Gérard Bessette's La bagarre and Les pédagogues, the purpose of this thesis is to analyse how issues surrounding constructions of identity are dramatized in these classic realist, satirical texts in order to show how their cultural work in terms of identity can be understood as being more ambivalent than has heretofore often been thought. The thesis' theoretical focus is rooted primarily in post-colonial theory, especially the ways it interrogates representations of cultural and ethnic struggles for recognition and power that are a result of colonial and/or cultural hegemonic domination. More specifically, the thesis discusses and appropriates the theory and concepts of the post-colonial critic Homi K. Bhabha, particularly in terms of how the selected primary texts can be said to exemplify Bhabha's notions of ambivalence, hybridity and a Third Space of identity; how the narratives' main conflicts and tensions around identity can be better understood by looking at how some of the characters can be said to inhabit a Third Space. However, the thesis will also show that while Bhabha's claim that instances of ambivalence, hybridity and the Third Space in the selected texts can be said to represent" neither the one [...], nor the Other [...] but something else besides which contests the terms and the territories of both [i.e. of competing identities]," (Bhabha 41) their concomitant essentialist discourses can be said to trouble the idealism of Bhabha's faith in such notions.In short, this thesis posits that though the selected texts perform important cultural work via their complex problematizations of the ambivalence of said discourses, they also satirize and critique essentialist and ethnocentric discourses.

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Rincon, Guadalupe. "GATEKEEPERS TO THE THIRD SPACE: AUTHORITY, AGENCY, AND LANGUAGE HIERARCHY IN FIRST-YEAR COMPOSITION". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/293.

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This thesis examines writing conference interactions between multilingual students and first-year composition instructors in order to understand the co-construction of instructor authority and student agency in discussions of academic writing. Multilingual approaches to first-year writing assert that inviting students’ home languages or dialects into the classroom allows multilingual students to use languages other than English connect with the curriculum, develop rhetorical complexity as writers, and to be validated as language users; however, scholarship could benefit from examining social interactions. Because identities, ideologies, and stances are co-constructed between people and emerge in social interactions,a discourse analysis of interactions between first-year composition instructors and multilingual students could identify ways that multilingual students and instructors position themselves, and how this positioning affects the validation of multilingualism, and hybrid identities. Data consists of 18 audio recordings of writing conferences between instructors and multilingual students, five interviews with first-year writing instructors, and audio-recorded post-conference interviews, where instructors and students were separately asked open-ended questions about the content of the writing conference. Employing a Communities of Practice lens in a discourse analysis of the data revealed that that expert-novice identities were co-constructed in interaction, and the emergence of this power differential that inhibited the validation of multilingualism, and hybridity. Implications for mitigating instructor authority and promoting student agency in interactions with multilingual students are discussed.

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Wood, Megan Ann. "Reflective perspectives: Negotiations at and within the borders of cultural difference: A post-qualitative inquiry of cultural hybridity within third space enunciations". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/91541/8/Megan_Wood_Thesis.pdf.

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This research explores the in-between space of intercultural collaboration between Aboriginal and Torres Strait Islander peoples and non-Indigenous peoples in Australia. Using critical and third space theories and a post-qualitative inquiry, I examine negotiations of cultural difference through articulated moments of intercultural collaboration in order to inform intercultural pedagogical practices. This research also explores how ideology, imbued through discourse, has the power to enforce or challenge cultural and social domination. This in turn creates cultural hegemony, a process whereby a particular social and cultural group has the power to influence the thoughts, expectations and behaviours of a particular society.

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Irannejad, Sara. "A Thousand and One Interconnections: Exploring Experiences of Persian Diasporic Identity Through Contemporary Visual Art Practice". Thesis, Griffith University, 2018. http://hdl.handle.net/10072/384285.

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My personal experiences of migrating from Iran to Australia inform my practice and perspectives on the notions of ‘home’ and ‘belonging’ in the relationship of diasporas with their adopted environment. In formulating these issues, this exegesis follows a practice-based, exploratory, and interdisciplinary methodology to examine the multiple senses of place in the experiences of diasporas. I employ an allegorical framework in which I juxtapose Iranian and Australian elements, creating hybrid works of art where the final reading is greater than the sum of their parts. I accomplish this through an exploration of various mediums, including image transfer, body projection, pokerwork, and video transitions. I collect images, fragments, and objects that have authentic metaphoric meanings related to Iran and Australia. Through my process-based studio practice, I revise, amend, and adapt these items, placing them in compositions that suggest new spaces of meaning. I particularly draw from the allegories of the ‘Persian Paradise Garden’ manifested in miniature paintings, carpet designs, and poetry—among other traditional depictions. I argue that using traces of Australian nature and history within this allegorical framework is an effective model for interpreting ‘home’ as a ‘garden of contemplation’, and a possible means for translating cultural ‘interruption’ and ‘interconnection’ in contemporary art practice. Additionally, due to its central significance in relation to Iranian identity, the mytho-historical poems, and miniatures of Shahnameh (The Book of Kings) written by Abu al-Qasem Ferdowsi in the eleventh century, is also integral and greatly acknowledged in this research. The paradoxes of displacement—past and present, tradition and contemporary, and East and West—are evoked in the work of artists Shirin Neshat, Mona Hatoum, Shahzia Sikander, and Hossein Valamanesh. Through studying the practices of these artists and my studio works, this exegesis is intellectually indebted to the theories of ‘hybridity’ and ‘third space’, conceptualised by Homi Bhabha and extended by Nikos Papastergiadis and others. These theories propose that interactive and evolving spaces appear when two cultural poles collide, acting as interconnecting channels between the two—the place of origin and the place of adoption: in this case Iran and Australia.
Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Arts, Education and Law
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Paudyal, Binod. "Re-imagining Transnational Identities in Norma Cantú's Canícula and Jhumpa Lahiri's The Namesake". DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/709.

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This thesis examines Norma Cantú's Canícula and Jhumpa Lahiri's The Namesake from the framework of transnationalism characterized by migration, transculturation, and hybridity. With the application of postcolonial theories, related to identity and space, it identifies the space between different cultural and national borders, as liminal space in which the immigrant characters diverge and intersect, ultimately constituting a form of hybrid and transnational identities. While most immigrant writers still explore the themes of complexities of lifestyles, cultural dislocation, and the conflicts of assimilation, and portray their characters as torn between respecting their family traditions and an Americanized way of life, my reading of these two immigrant writers goes beyond this conventional wisdom about the alienated postcolonial subject. Through a comparative analysis of the major themes in Canícula and The Namesake that center on issues of cultural and national border crossing, this thesis contends that Cantú and Lahiri attempt to construct transnational identities for immigrants, while locating and stabilizing them in the United States. Given the nature of the mobility of people and their cultures across nations, both writers deterritorialize the definite national and cultural identities suggesting that individuals cannot confine themselves within the narrow concept of national and cultural boundaries in this globalized world. A comparison between the transnational identity of the 1950s in Canícula and that of the 1970s through the twenty-first century in The Namesake demonstrates that identities are becoming more transnational and global due to the development of technologies, transportation, and global connections between people. In this regard, this thesis attempts to offer a re-vision of the contemporary United States not as a static and insular territory but a participant in transnational relations.

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Laraghy, Mark J. "A case study of implementing international programs in one state school". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/102090/1/Mark_Laraghy_Thesis.pdf.

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Using a qualitative case study approach, this study examines how one government school in Queensland implemented international programs for fee-paying students from Asia at three specific time frames. Through an analysis of the policy processes that have driven international programs and approaches to Asia-literate school education in Australia, this study demonstrates that school based implementation processes were problematic and that efforts to enrich international programs in the school through Asia literacy were limited. Findings indicated the complexity of what happens in a school when top-down approaches to implementing policy occur without effective communication and the provision of staff professional development.

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Più fonti

Libri sul tema "Third Space hybridity"

Encounters in the Third Space: Hybridity in U.S. Culture. Lit Verlag, 2018.

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Capitoli di libri sul tema "Third Space hybridity"

Maclean, Kirsten. "Practising Cultural Hybridity for the Third Space". In Cultural Hybridity and the Environment, 179–96. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-323-1_10.

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Acheraïou, Amar. "Critical Perspectives on Hybridity and the Third Space". In Questioning Hybridity, Postcolonialism and Globalization, 105–20. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230305243_6.

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Jessee, Margaret Jay. "“The Third Sex”: Nineteenth-Century Women Physicians in Queer, Liminal Literary Spaces". In Liminality, Hybridity, and American Women's Literature, 165–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73851-2_11.

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Kramsch, Claire, e Michiko Uryu. "Intercultural contact, hybridity, and third space". In The Routledge Handbook of Language and Intercultural Communication, 204–18. Routledge, 2020. http://dx.doi.org/10.4324/9781003036210-16.

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"Beyond Hybridity: Bodily Schema and 'the Third Space'". In Black Skins, Black Masks, 77–104. Routledge, 2017. http://dx.doi.org/10.4324/9781315261508-5.

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Uresti, Aubrey, e Suzy R. Thomas. "Community-Building in a Virtual Third Space". In Third-Space Exploration in Education, 1–18. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8402-9.ch001.

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This chapter describes the evolution of educational third spaces as authentic learning communities that were intentionally and thoughtfully developed during the COVID-19 pandemic shutdown. Using creative and original approaches for community-building, addressing collective trauma, and promoting student engagement and enjoyment, the authors explore the impact of the pandemic on education and the methods they used to support their students and their own growth as educators—including seeking skills in digital literacy, integrating anti-racist pedagogy, and engaging in reflective practice. The chapter incorporates Oldenburg's description of third places and Bhabha's concept of cultural hybridity in third spaces as a foundation for understanding the development of virtual third spaces in teaching, professional development, and consultation settings. The chapter authors are counselor educators who transformed their in-person classrooms into dynamic virtual third spaces, where the concept of hands-on, experiential learning took on new meanings.

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Bussert-Webb, Kathy, e Karin Lewis. "Familismo and Nontraditional Educational Possibilities in Third Space". In Handbook of Research on Innovations in Non-Traditional Educational Practices, 197–222. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4360-3.ch010.

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The authors explore children's and mothers' perceptions and experiences regarding school and an after-school tutorial agency. The latter serves a South Texas colonia, an unincorporated Southwestern settlement lacking basic services. They asked, “What are participants' perceptions and experiences regarding this agency and school?” Latinx participants, who spoke Spanish as a mother tongue, included 19 children, their eight mothers, two agency staff, and 15 teacher candidates (TCs). TCs were Bussert-Webb's university students who tutored the children and used iPads for multimodal, multilingual experiences. Using Third Space and social justice frameworks and qualitative analysis, these themes emerged: power, engagement, and diversity; participants described traditional educational experiences at school and nontraditional ones at the agency. Implications connect to hybridity and power redistributions in and out of schools to affirm and extend the languages, cultures, and modalities of nondominant children and families.

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"Chapter Seventeen. Occupying third space: Hybridity and identity matrices in the multiracial experience". In Hybrid Identities, 333–53. BRILL, 2008. http://dx.doi.org/10.1163/ej.9789004170391.i-411.124.

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Broderick, Céire. "Fragmented narratives and languages of power". In Colonial Legacies and Contemporary Identities in Chile, 19–44. Liverpool University Press, 2021. http://dx.doi.org/10.3828/liverpool/9781800348479.003.0002.

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The multiple, cyclical, and fragmented narratives in the novels of Mercedes Valdivieso and Gustavo Frías are the focus of this chapter. It is argued that by creating such narratives, the authors construct what Homi K. Bhabha denotes as a ‘third space’ which facilitates hybridity, destablising fixed notions of identities that the patriarchal and colonial hierarchies seek to perpetuate. This is complemented by a discussion of the power dynamics in the colonial society that are simultaneously undermined and reinforced through the use and perceived prestige of languages.

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Rossatto, César A., Beatriz García Soria e Jesús Aguirre. "The Transborderization of Neoliberalism". In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 355–66. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch019.

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On the U.S.-Mexican border, neoliberalism and globalization enables corporations to discriminate against people of color and border crossers in general. However, the struggle for social equity continues to gain strength within spaces of resistance among marginalized and immigrant groups. This chapter presents experiences and narratives of three educators in the pursuit for social justice for Latin@s who live in the borderland region of El Paso, Texas and Cd. Juarez, Mexico. This chapter reflects theoretical structures that support critical analysis of pertinent data established by schooling policies, which maintain white privilege in detriment of people of color. Under a sociocultural and critical pedagogical praxis, new educational trends such as translanguaging, hybridity, and third space are exposed as ways to resist inequalities in the daily life of Latin@s. The analysis of these sociolinguistic tendencies provides opportunities for pedagogical affirmation of cultural identity, self-determination, and the development of the consciousness of racial politics.

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Atti di convegni sul tema "Third Space hybridity"

Fajarwati, A. A. S., J. Blair, I. Rachmayanti, S. Meliana, A. F. C. Fathoni e O. S. C. Rombe. "EXPLORATION OF THE NOSTALGIC VALUES OF OLD BUILDINGS IN THE CULINARY AREA OF PASAR BARU JAKARTA TO CREATE A SUSTAINABLE URBAN ENVIRONMENT". In 7th International Conference on Sustainable Built Environment. Universitas Islam Indonesia, 2023. http://dx.doi.org/10.20885/icsbe.vol4.art41.

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The concept of third place in hybrid and multicultural areas is explored in this study. We could solve escaping spaces by adapting historic structures to new purposes that meet current needs. Putting that concept into practice, we must first comprehend the region’s cultural characteristics. The heritage building in Pasar Baru is situated in an area generated by the complex hybridity of Jakarta’s numerous ethnic communities. This area’s hybridity offers an exciting place that can be used as an escape route. This study aims to explore the nostalgic values of the culinary space of the Pasar Baru area that relate to the architecture and interior elements of the old building to create a sustainable urban environment. The building was used as a culinary area and explored at this time. This study employs a qualitative research approach includes in-depth observations at Gedung Antara. Heritage structures undergoing adaptive reuse must be evaluated regularly to account for changes in spatial conditions that occur over time. Adaptive reuse transforms ancient structures into new roles in conservation and uses a cultural context approach in the surrounding area, allowing for more efficient service.

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