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Teaching outside as third space: toward school science that acknowledges student ecological expertise

Abstract In this article, we consider the narrative reflections of elementary teacher and study co-author, Khahlela, as she recounts her difficult transition from a childhood and primary schooling filled with rich experiences in the natural world into high school and university science courses which left her feeling marginalized and lacking science expertise. Using a method we term participatory narrative to unpack Khahlela’s story, we reflect on the implications of her experiences for the way science is taught in schools. We argue that an important step in addressing the way science is taught is shifting where science is taught. Based on Khahlela’s struggles, we advocate a funds of knowledge approach to recognize students who enter school with specialized outdoor, ecological, and/or naturalist knowledge, and urge the creation of space for this expertise within science classes. We combine this approach with Third Space theory to suggest using the outdoors as Third Space for school science instruction.