Opening Up a ‘Third Space’ To Innovate Curricula

Abstract

Problem statement: Against the background of innovating learner experi ences in South African schools and higher learning institutions in the 21st century, it is crucial to determine, in t he analogy to the words, 'what holds a place together' . It is necessary to know how to create that sense of belonging, what the vision and mission are, what is valued and expected, what one can identify with and what will make educators move collectively towards taking united ownership of the future and create the next best learning and teaching practice . Approach: Appreciate inquiry, as research method for this study, searches for the identification and enhancement of the life-giving forces as it explor es what should be present or need to be present in a u niquely constructed third space. Appreciative inquiry is crafted in a post-positivist tradition g rounded in affirmation and appreciation. True to th e vision of the creators of this method who regard it as an inquiry to uncover profound knowledge entities of human systems in order to co-construct the best and highest future of that system, this investigation focuses on uncovering past, present a nd future learning and teaching practices to innova te the next curricula. Conclusion/Recommendations: In this study we argue that when innovating curricula, South African educators have to elicit l ocal pre-knowledge and experiences to shape them into a leveled playing field before they can add on global international knowledge. South African educators have to construct the next practice in le arning and teaching by integrating local and global knowledge in a unique space (what Bhabha refers to as a 'third' space).