Document Type

Article

Publication Date

2024

DOI

10.1016/j.tate.2024.104786

Publication Title

Teaching and Teacher Education

Pages

1-37 pp.

Abstract

Since the 1980s, there has been a push in teacher education to increase clinical experiences and build closer relationships between school districts and colleges of education. In 2010, Zeichner introduced the theory of Third Space to school-university partnership research. This was followed by a number of other articles in which the researchers applied the same theory—including in much of the work on teacher residencies. In this theoretical critique and brief systematic literature review, I connect Third Space theory back to its postcolonial roots and attribute the scholars of color who created the theory. I unpack the theory’s original intent and critique research written by white teacher educators who whitewashed the theory. To accomplish this goal, I compiled the ten most cited articles on Third Space in teacher education research in a brief, focused review of the literature. I convey how this whitewashing has also occurred in work on teacher residency programs. I then present potential ways for addressing this whitewashing including means of addressing racism, power, oppression, and politics and highlight recent work on Third Space that has moved this goal forward.

Rights

Included with kind permission from the author.

Data Availability

Article states: "No data was used for the research described in the article."

Comments

This is the authors' preprint (submitted version) of an article published by Elsevier in Teacher and Teacher Education, September 2024, available online: https://doi.org/10.1016/j.tate.2024.104786

© 2024 Elsevier Ltd. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

ORCID

0000-0002-3175-0547 (Beck)

Original Publication Citation

Beck, J. S. (2024). On the whitewashing of third space in teacher education, or Don't cite this article. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2024.104786

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