Vernacular interstitial and dominant spaces
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Vernacular, interstitial and dominant spaces refers to the different types of spaces where learning occurs at university. The document discusses how learning happens not just in dominant, institutionally-provided spaces but also in informal, learner-generated spaces between and across dominant spaces. It argues universities should value and foster natural informal learning in interstitial spaces as this is how students often learn through their lived experiences and connections with others.
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Vernacular interstitial and dominant spaces
- 1. Vernacular, interstitial and dominant spaces Andrew Middleton Head of Academic Practice & Learning Innovation Learning Enhancement & Academic Development what they mean for learning at university @andrewmid (CC) Andrew Carr BY-NC-ND
- 2. In-between the dominant spaces the lived connections found and made by students Ask a University where learning happens… …It will use the language of the provider Ask a student where learning happens… …They will use the language of the user Both will talk of dominant spaces Learning is lived and experienced across and between dominant spaces
- 3. Dominant reified spaces What a university provides Dominant formal and informal reified learning is given high value Institutionally powerful, culturally embedded and sustaining for the institution In contrast vernacular, more natural, self-regulated, everyday and non-formal behaviours have little status, are not reified and can be “actively disapproved of and trivialised” Hamilton, 2000, p. 6 Dominant: provided and managed THE Classroom THE Lab THE Virtual Learning Environment THE Library THE informal space…
- 4. What happens if we look at the learner’s Unbounded vernacular spaces What the learner constructs Movement across and between spaces Translocation "movement is a continuous process of displacement/emplacement, one that creates temporary experiences of in-betweeness, a feeling of simultaneous departure and arrival, a lived experience that enacts constant transformation" (Daskalaki et al., 2012, p. 24)
- 5. Interstitiality the lived connections found and made by students Interstitial connections - the linkages and gaps that may go unnoticed an intervening space - something that is apparently less consequential than the dominant spaces Negative space
- 6. Natural informal learning (Cross 2007) Left to our own devices Most of what we learn in life is from other people, informally through conversation and is effective because it is personal Informal learning needs to be nurtured Learning hierarchies are less necessary Learning through life: rich, personal and rewarding experience Lifewide and lifelong learning capabilities need to be fostered Learning benefits from being more naturally situated, authentic and more meaningful Learning networks underpin this capability Do we foster natural informal learning? How?
- 7. From vernacular literacies to vernacular space (Hamilton, 2000) where and how does the learning habit begin? Understanding space as Unbounded and not dominant Dynamic, permeable, fluid and shifting Self and socially-generated contexts originating in necessity, everyday purposes and networks Not formally structured, defined or valued Driven by novice experts Supporting or being supported by others and where “identities shift accordingly” Local, procedural and minutely detailed, drawing upon and contributing to vernacular knowledge Given the opportunity… We are ready to learn We have been doing it all of our lives
- 8. Learner Generated Contexts (Luckin et al., 2011) Self and socially-generated contexts originating in necessity, everyday purposes and networks "a Learner Generated Context is “a context created by people interacting together with a common, self-defined learning goal. The key aspect of Learner Generated Contexts is that they are generated through the enterprise of those who would previously have been consumers in a context created for them”. p. 72-73 "Every person’s context is individual to them and is the ultimate form of personalization of the world and of the elements of the world which can contribute to learning." p. 74
- 9. “Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co- inquiry and reflection between students and faculty (Lodge, 2005). “ (Hill et al., 2015) Discomfort zones and borderlands the lived connections found and made by students “Borderland spaces are unprescribed and remain open to being shaped by the processes of learning experienced by their participants” (Savin-Baden, 2008).
- 10. "shift from ambiguous space to meaningful place" "argues that space is not just about dominant spaces; it extends the concept of liminality; and in connection with the latter, it demonstrates how transitory dwelling places offer fertile ground in which we might further develop our knowledge of the lived experiences of space at work." Shortt (2014) In-between: thinking around the box Third Space, liminality, and Third Place Third Place community/equality Liminality Potential for transformation ‘Passage’ Ritualised change Third Space boundary crossing translation negotiation In-between the richest space of all Homi Baba Kris Gutierraez Intersection and ambiguity Victor Turner In a transition state Ray Oldenburg Between ‘home’ and ‘work’ “Often providing a common meeting ground for people with diverse backgrounds and experiences” Thanks to Katherine Jensen
- 11. Conclusion In-between space: the richest space of all Value: Networks Connections Lifewide and lifelong capabilities Experienced learning Making the interstitial space visible Scaffolding learning to the borderlands We have been learning all of our lives…
- 12. Cross, J. (2007). Informal learning: rediscovering the natural pathways that inspire innovation and performance. San Francisco: Pfeiffer. Daskalaki, M., Butler, C.L., and Petrovic, J. (2012).Somewhere In-Between: Narratives of Place, Identity, and Translocal Work. Journal of Management Inquiry, October 2012; vol. 21, 4: pp. 430-441 Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, pp. 113 - 136. Hamilton, M. (2000). Sustainable literacies and the ecology of lifelong learning. Paper presented at "Supporting Lifelong Learning: A Global Colloquium" , London, England, July 5-7, 2000. Available online at: http://files.eric.ed.gov/fulltext/ED445251.pdf Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265 Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Eccesfield, N., Hamilton, T., & Robertson, J. (2011). Learner-generated contexts: a framework to support the effective use of technology for learning. In: M.J.W. Lee & C. McLoughlin “Web 2.0-based e-Learning: applying social informatics for tertiary teaching. Hershey: Information Science Reference, pp. 70-84. Shortt, H. (2014). Liminality, space and the importance of “transitory dwelling places” at work. Human Relations, 68(4), 633– 658. Turner V.W. (1969) The ritual process: Structure and anti-structure. Chicago: Aldine. References
Editor's Notes
- The University is committed to developing its understanding of learning spaces fit for the future. But what spaces are we talking about and what do we understand learning to mean? This short presentation will ask us to consider learning, what it means and what it looks like by using Hamilton’s (2000) idea of vernacular literacies as a way to value what Cross (2007) referred to as natural informal learning. We will compare ideas about liminality, translocation and Third Space with notions of the dominant, formal, institutional space. In amongst these ideas of space, learning and literacies, we will examine interstitiality and the lived connections found and made by students as they experience learning through their course.
- A student learns in class, out of class, online, at home, at work and in so many other places, but their experience is of learning across these spaces with each one affecting their overall learning context. The connections and linkages between the formal and non-formal space need to be better understood so as to clarify how space and learning work together.
- Learning from social media and personal learning networks Communities of Practice, Communities of Inquiry
- Unbounded and not dominant Movement across and between spaces "movement is a continuous process of displacement/emplacement, one that creates temporary experiences of in-betweeness, a feeling of simultaneous departure and arrival, a lived experience that enacts constant transformation" (Daskalaki et al., 2012, p. 24)
- interstitiality and the lived connections found and made by students as they experience learning through their course
- Cross (2007) referred to as natural informal learning The problem of managing the provision of content (teaching) rather than the shaping of creating a space for learning
- Hamilton’s (2000) idea of vernacular literacies dominant reified learning "are given high value, legally and culturally” and institutionally they are powerful, embedded and sustaining for the institution that shapes them. In contrast vernacular, more natural, self-regulated, everyday and non-formal behaviours have little status, are not reified and can be “actively disapproved of and trivialised” (ibid, p. 6). the opposite of, but related to, institutionalised “dominant literacies with boundaries between them that are permeable and shifting" (p. 6); literacies and ways of learning that “are not highly valued by formal social institutions” (p.6) while often developing as a response to formal engagement and systems; self-generated literacies that have their origin in the active response to necessity, everyday purposes and networks, and are not formally structured or defined; actively disapproved of and undermined by contrasting them with reified dominant methods and cultural practices “in which texts are socially regulated and used" (p. 3); more fluid that formal institutional procedures, roles, goals, and practices which “are not necessarily settled or named" (p. 6); driven by novice experts in roles that are not fixed, but which shift depending on context where people engage in different ways, supporting or being supported by others and where “identities shift accordingly” (p. 7); local, procedural and minutely detailed, drawing upon and contributing to vernacular knowledge; concerned with getting ‘other’ things done and being subservient to the goals of purposeful activities; “...as diverse as social practices are” (p. 7); a mixture of motives for taking part in a given activity; part of a hybrid "Do-It-Yourself' culture “that incorporates whatever materials and resources are available and combines them in novel ways. Spoken language, print and other media are integrated; literacy is integrated with other symbolic systems, such as numeracy, and visual semiotics." (p. 7).
- "a Learner Generated Context is “a context created by people interacting together with a common, self-defined learning goal. The key aspect of Learner Generated Contexts is that they are generated through the enterprise of those who would previously have been consumers in a context created for them”. p. 72-73 "Every person’s context is individual to them and is the ultimate form of personalization of the world and of the elements of the world which can contribute to learning." p. 74 ...a context can be described as a situation defined through the relationships and interactions between the elements within that situation over time." p. 74
- borderland spaces are unprescribed and remain open to being shaped by the processes of learning experienced by their participants, rather than being constrained by pre-defined objectives laid down by the curriculum (Savin-Baden, 2008).
- Liminality, translocation and Third Space with notions of the dominant, formal, institutional space. In amongst these ideas of space, learning and literacies, we will examine interstitiality and the lived connections found and made by students as they experience learning through their course. "movement is a continuous process of displacement/emplacement, one that creates temporary experiences of in-betweeness, a feeling of simultaneous departure and arrival, a lived experience that enacts constant transformation" (Daskalaki et al., 2012, p. 24) Learning as a "state of flux and immersion is found in translocation, which involves a ‘between spaces’ movement through which individuals and groups contest both material and immaterial boundaries. The act of contestation is an embodiment of learning as personal construction which incorporates “transgressions and inversions, collapses binaries and captures the increasingly complicated nature of spatial processes and agencies" Daskalaki et al. (2012, p. 27).
- Third space, third place, vernacular literacies, hybridity, the concepts of translocation and ritual liminality have all come together to form a stronger sense of the challenges that each learner faces and the opportunities that continue to emerge around open education, social media and ubiquitous digital connectivity.
- Cronin, C. (2014). Networked learning and identity development in open online spaces. In: Bayne S., Jones, C., de Laat, M., Ryberg, T. & Sinclair, C. M, eds. “Proceedings of the 9th International Conference on Networked Learning 2014.” Cross, J. (2007). Informal learning: rediscovering the natural pathways that inspire innovation and performance. San Francisco: Pfeiffer. Daskalaki, M., Butler, C.L., and Petrovic, J. (2012).Somewhere In-Between: Narratives of Place, Identity, and Translocal Work. Journal of Management Inquiry, October 2012; vol. 21, 4: pp. 430-441 Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, pp. 113 - 136. Hamilton, M. (2000). Sustainable literacies and the ecology of lifelong learning. Paper presented at "Supporting Lifelong Learning: A Global Colloquium" , London, England, July 5-7, 2000. Available online at: http://files.eric.ed.gov/fulltext/ED445251.pdf Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265 Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Eccesfield, N., Hamilton, T., & Robertson, J. (2011). Learner-generated contexts: a framework to support the effective use of technology for learning. In: M.J.W. Lee & C. McLoughlin “Web 2.0-based e-Learning: applying social informatics for tertiary teaching. Hershey: Information Science Reference, pp. 70-84. Mann, S. (2005). Alienation in the learning environment: A failure of community? Studies in Higher Education, 30(1), 43–55. Turner V.W. (1969) The ritual process: Structure and anti-structure. Chicago: Aldine.