Affiliation:
1. San José State University, USA
2. Saint Mary's College of California, USA
Abstract
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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