Hunger by the Sea: Partnerships in the brave third space.
Keywords:Media production, third space, animation, community, co-creation
In this article, co-authored by two undergraduate students (one international) and two academics in a media faculty of a post-92 university (e.g., Polytechnic), in England, we share the findings and offer a reflexive lens on the process of a media practice education collaboration in the community, through the co-production of the animated film Hunger by the Sea: https://vimeo.com/234840520 . The contributors to this research are media practice academics, media and journalism students from related but distinct disciplines, and the users and providers of a food bank on the English coast. The food bank users and providers have not been involved in this writing, but their voices are (literally) heard in the project’s primary outcome—the animated film. In this article, we articulate reflections on how the project, in bringing together academics, students, and community participants in a challenging but rich space, enabled exchanges of expertise and new, boundary-crossing ways of being in education that can be discussed as “third space” interactions.
Bennett, P., Kendall, A., & McDougall, J (2012). After the media: Culture and identity in the 21st century. London: Routledge.
Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor & Francis.
Bhabha, H. (1994). The location of culture. London: Routledge.
Cliffe, A., Cook-Sather, A., Healey, M., Healey, R., Marquis, E., Matthews, K. E., Mercer- Mapstone, L., Ntem, A., Puri, V., & Woolmer, C. (2017). Launching a journal about and through Students as Partners. International Journal for Students as Partners, 1 (1): 1-9.
Cook-Sather, A. (2014). Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development. International Journal for Academic Development, 19(3), 186-198.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Gutiérrez, K. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148-164.
Healey, M., Flint, A., & Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching & Learning Inquiry, 4(2). http://dx.doi.org/10.20343/teachlearninqu.4.2.3
Kehler, A., Verwoord, R., & Smith, H. (2017). We are the Process: Reflections on the Underestimation of Power in Students as Partners in Practice. International Journal for Students as Partners, 1(1). https://doi.org/10.15173/ijsap.v1i1.3176
Loach, K. (2017). I, Daniel Blake. Producer: Rebecca O’Brien. UK: Sixteen Films.
Marquis, E., Puri, V., Wan, S., Ahmad, A., Goff, L., Knorr, K., Vassileva, I., & Woo, J. (2016). Navigating the threshold of student-staff partnerships: A case study from an Ontario teaching and learning institute. International Journal for Academic Development, 21(1), 4-15. http://dx.doi.org/10.1080/1360144X.2015.1113538
Matthews, K. E. (2017). Five propositions for genuine Students as Partners practice. International Journal for Students as Partners, 1(2).
McDougall, J. & Orr, S. (2018). Enquiry into learning and teaching in arts and creative practice. In E. Cleaver, M. Lintern, & M. McLinden (Eds.). Teaching and learning in Higher Education: Disciplinary approaches to research (2nd ed.). London: Sage, 171-187.
Mercer-Mapstone, L., Dvorakova, L. S., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, K., Marquis, E., Shammas, R., & Swaim, K. (2017). A systematic literature review of Students as Partners in higher education. International Journal for Students as Partners, 1(1).
Murphy, B., Nixon, S., Brooman, S., & Fearon, D. (2017). “I am wary of giving too much power to students”: Addressing the “but” in the principle of staff-student partnership. International Journal for Students as Partners, 1(1).
Potter, J. & McDougall, J. (2017). Digital media, culture and education: Theorising third space literacies. Basingstoke: Palgrave MacMillan.
Rancière, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. California: Stanford University Press.
Shaw, N., Rueckert, C., Smith, J., Tredinnick, J., & Lee, M. (2017). Students as Partners in the real world: A whole-institution approach, a whole of institution case study. International Journal for Students as Partners, 1(1).
Sudbury, S. (2016). Locating a ‘third voice’: participatory filmmaking and the everyday in rural India. Journal of Media Practice, 17(2&3), 213-231.
Trussell Trust. Retrieved from https://www.trusselltrust.org/
How to Cite
LicenseAuthors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).