A third space pedagogy: embracing complexity in a super-diverse, early childhood education setting

Abstract

In Britain, ‘super-diverse’ communities, where children navigate multiple cultural repertoires, are increasingly prevalent. However, Reception teachers are pressured to ensure children, aged four and five, conform to a narrow conception of ‘school-readiness’. Research demonstrates children in multicultural contexts construct a ‘third space’, bridging their home and school discourses. This research shows how opportunities for third space creation are inherently tied to the nature of physical space, and its concomitant social expectations. It is argued that complexity in super-diverse communities can be harnessed and embraced, rather than reduced. Data presented were drawn from a year-long collaborative ethnographic study of children in a Reception class in the north of England. Children co-created cartoons, collaborating with the researcher in interpreting the data. Significantly, findings indicate that teachers can incorporate the third space as an alternative lens through which to understand and meet the challenges of teaching a linguistically and culturally diverse student cohort.