35The purpose of this chapter is to explore the use of third space theory in the con-
text of initial teacher education, in particular, in relation to professional experience
partnerships between universities, schools and communities that facilitate preser-
vice teacher learning within various professional contexts. The chapter begins with
a critical analysis of third space theory as argued by several oft-cited theorists. The
analysis examines the specifics of each theorist’s conceptualisation of third space
and offers some observations regarding the possibilities and limitations for educa-
tors when applying third space theory to theorise aspects of professional experience
partnerships within initial teacher education. Attention then turns to the critical
review and systematic analysis of recent scholarship that applied third space theory
to teacher education and professional experience partnerships. The outcome of the
analysis indicates that since its popularisation by Zeichner in 2010, third space the-
ory has been applied to three aspects of professional experience partnerships in
teacher education: to frame the development of new programs and practices, to
understand the complexity of preservice teacher learning and identity and to explore
the tensions in teacher educator identities.
Critical Analysis of Third Space Theory
The most frequently cited third space theorists across the international teacher edu-
cation research literature are Bhabha ( 1990 , 1994 ), Mitchell ( 1995 ), Soja ( 1996 )
and Gutiérrez in collaboration with various co-authors (Gutiérrez, 2008 ; Gutiérrez
et al., 1995 ). Common across all three conceptualisations of the third space is the
political act of disrupting both unified and binary ways of seeing through the intro-
duction of a ‘third’ possibility. Their various philosophical assumptions, underpin-
nings and purposes are otherwise different in sometimes subtle, yet ultimately
significant ways. And while it is perfectly appropriate for researchers to stretch,
combine and play with these existing concepts in order to theorise their own unique
knowledge contributions, lack of awareness of the differences risks the misappro-
priation and dilution of the third space construct. Conversely, paying attention to the
details of different third space theories may offer even greater promise for the appli-
cation of third space theory as a framework for theorising, problematising and
reconceptualising the tensions and possibilities of professional experience partner-
ships within initial teacher education.
Bhabha’s Third Space of Hybridity
Understood with a post-colonial sensibility, Bhabha’s first space may be understood
to refer to indigenous cultural knowledge and identity. The second space, therefore,
refers to the coloniser’s imposed knowledges, cultures and structures. The colonised
in this cultural construction has two choices: either assimilate and relinquish
3 Theorising the Third Space of Professional Experience Partnerships