Gendered Reflections on Third Space Pedagogy and Classroom Practices in Higher Education in Pakistan

Abstract

This paper has been designed to examine the gendered dimensions of third space pedagogy in higher education classrooms in Pakistan. Third space pedagogy, an approach that encourages hybridity, dialogue, and the merging of dominant and marginalized meanings, offers a critical lens to understand how gender shapes classroom interactions, participation, and pedagogical practices. It uses a qualitative research design and analyzes published research documents through a purposive sampling technique. Content analysis has been conducted, and a thematic analysis has been performed to present the data analysis section, aiming to understand how gender influences classroom interactions, identity negotiation, and pedagogical practices in Pakistan. The findings reveal that the third space operates as a gendered liminal zone where power dynamics, cultural scripts, and institutional structures influence participation, agency, and identity formation. However, third space pedagogy offers opportunities for hybrid learning and reflexivity; patriarchal norms and institutional hierarchies constrain its transformative potential. The study highlights the necessity for gender-responsive pedagogical strategies and institutional support to foster inclusive, dialogic, and empowering learning environments.