Alagic, M., Orel, T. & Rimmington, G. (2016): Toward Dynamic Representations of ThirdPlaceLearning. Proceedings of the TKE 2016 - 12th International Conference on Terminology and Knowledge Engineering, June 2016 Copenhagen Business School, CBS http://openarchive.cbs.dk/handle/10398/9323 (Proceedings) https://dl.dropboxusercontent.com/u/27766628/TKE%202016%20present_ALAGIC.pdf (paper)
Rimmington, G. M., & Alagic, M. (2016). Corporate Social Responsibility: ThirdPlaceLearning for Absorbing Diverse Perspectives. In Hansen, K., & Seierstad, C. (Eds.). Corporate Social Responsibility and Diversity Management: Theoretical Approaches and Best Practices (pp. 269-288). Springer International Publishing. (In the Series CSR, Sustainability, Ethics & Governance, Springer)
Alagic, G. & Alagic, M. (2012). Collaborative mathematics learning in online environments. In Martinovic, D; Freiman, V. & Karadag, Z. (Eds.).Visual Mathematics and CyberlearningSeries: Mathematics Education in the Digital Era, Vol. 1. Springer
Alagic, M., Rimmington, G., Liu, F., & Gibson, K. (Eds.). (2010) Locating Intercultures: Educating for Global Collaboration. New Delhi, India: Macmillan. [Distributor for USA is Vitasta Publishing Americas Inc. You can place your order directly at email@example.com ]
Third Place Learning
Glyn Rimmington & Mara Alagic (2008). Third Place Learning:
Reflective Inquiry Into Intercultural & Global Cage Painting. Series by Tonya Huber-Warring Teaching <~> Learning Indigenous, Intercultural Worldviews International Perspectives on Social Justice and Human Rights Charlotte, NC: Information Age Publishing Inc.
Mathematics Education: Arts in the Mathematics Classroom
A Special Issue of the Journal of Mathematics and the Arts - JMA 3(3) London, UK: Taylor &Francis. Guest Editor: Mara Alagic
Facilitating Change through ThirdPlaceLearning
Per aspera ad astra
ThirdPlaceLearning (TPL) is a dialogic reflective inquiry within an intercultural communication environment taking into consideration contexts and relational criteria, through which interlocutors analyze, make sense and construct new meanings within their own perspectives, to resolve a disorienting dilemma. Spatial, temporal, relational and historical contexts are considered in TPL context. The relational criteria comprise: active listening, dialectic flow of thinking, intercultural sensitivity, critical co- reflection, conscientization and holistic mindfulness. In other words, interactants carry on a dialog in order to reach an understanding of each other’s perspective about a certain topic. Sometimes such conversation is instigated in order to clarify a misunderstanding or resolve a disorienting dilemma. In case of a cultural norm, for example, interlocutors might need to critically and reflectively analyze a source of their perspective before being able to understand other’s perspective or even shift their own perspective to accommodate for new understanding.
Closely related concepts are those of perspective sharing (I share my opinion), perspective taking (I try to “fit in your shoes”, understand your perspective, empathy) and perspective shift (I might realize that your world view makes more sense than my tightly hold, rooted in my life experiences, worldview). Hence a potential for transformative learning.
=> What does ThirdPlaceLearning mean to you and how can we create the best possible ThirdPlaceLearning Environments?
Started by Mara Alagic Oct 7, 2011.
Started by Scott Dellinger Feb 27, 2011.
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