THIRD SPACE IN EDUCATION: THEORETICAL AND APPLIED DIMENSIONS OF HOMI K. BHABHA’S CONCEPTS
THIRD SPACE IN EDUCATION: THEORETICAL AND APPLIED DIMENSIONS OF HOMI K. BHABHA’S CONCEPTS

Summary/Abstract: Contemporary education operates in a complex socio-cultural, technological, and migratory reality that challenges previous models of knowledge transmission and classroom relationships. In response to these challenges, concepts that facilitate inclusive, dialogical, and critical approaches to education are being increasingly adopted. One such proposal is the theory of the Third Space by Bhabha (1994). This article aims to analyse the potential and demonstrate applicability of the Third Space concept in various areas of education, including intercultural, migration, language, inclusion, community, and teacher education. The author intends to identify the conditions under which the Third Space becomes an arena for educational and social transformation. The results of the research on the application of the Third Space theory to educational practices show its potential to break down hegemonic structures and to build an educational community in different domains: integrating students' school academic knowledge with their home knowledge for the development of differentiated competences, negotiating cultural identities and bridging linguistic and institutional barriers, or using one's own experiences as an educational resource. Its application in teacher education fosters democratisation of relationships by dispersing hierarchies and holding workshops simultaneously in universities and schools. Bhabha's (1994) concept of the Third Space is an analytical and practical tool that offers significant possibilities for transforming specific educational practices and the quality of their participants' relationships. It also makes it possible to redefine student and teacher roles, supports development of intercultural, communicative, and critical competences, and creates conditions for inclusive, emancipatory, and transformative education. The article presents a theoretical framework and practical solutions for designing dialogical learning environments in contemporary schools, without rejecting previous solutions, but rather enriching and developing them to create new qualities relevant to current needs.

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