Participatory Research as a Third Space

Abstract

In recent years, the conception of educational research has undergone a fundamental transformation. The traditional approach of relying solely on self-contained research strategies has become inadequate. The notions of space, time for reflection, and the deliberate process of constructing and planning no longer provide effective responses due to the acceleration of processes and methods in reflection, action, and imagination. The relentless pursuit of speed hampers the ability to dedicate focused attention to a single task, both in terms of cognitive processes and the methods used to establish mental and geographical boundaries. This study argues that the "pedagogical/educational object of study" can only be briefly examined through a variety of tools before rapidly moving away, akin to placing it under a figurative magnifying glass. Slow education, as a metaphor, strives to attain the rapid advancements of the digital realm through an extroflexive approach. Simultaneously, the perspective of participatory research planning necessitates a linear path while accommodating recursive exploration. The concept of the third educational space, in conjunction with other disciplines, emerges as a platform that allows for a pause to delve into the interconnected relationships within various contexts. This encompasses the dyadic connections explored through philosophical, psychological, and psychoanalytic approaches, as well as the collaborative dynamics within work environments that emphasize teamwork and organizational structures. Additionally, it extends to the realms of neighbourhoods and cities, embracing the notion of smart cities, and even encompasses nations committed to the ecological and systemic management of politics in defence of the planet.