Pushing Boundaries and Making Meaning in the Third Space
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Abstract
Using a Scholarly Personal Narrative approach, the authors examine their own lived experiences negotiating and navigating the third space as student support professionals. They highlight the feminization of student support roles and the gendered metaphors that permeate discussion of academic labor. Through sharing and responding to each other’s personal narratives that include explorations of their upbringings and professional journeys, they offer a definition of academic labor, examine the idea of expertise and the relationship between them. Drawing on their individual institutional contexts and literature on academic work, they argue that collaboration and community can help individuals navigate the third space as educators working in staff positions at small, liberal arts colleges. They call for faculty and staff to push their institutions to rethink who participates in the practices of teaching and shared governance, going beyond current boundaries to find new meaning in shared work.
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