Mulighetsrommet som et sosialt og relasjonelt fenomen

Abstract: In a Norwegian context, the term spaces of possibility is used in various academic texts, but is little theoretically developed. The term mulighetsrom1 was introduced by Afdal (2013) in a learning theoretical context, where facilitating learning means establishing spaces of possibility for creative and innovative practice in developing communities of practice (pp. 182–183). Afdal points out that some conditions (p. 35) must be present in order for the spaces of possibility to be created and maintained. In this article, we will deepen and clarify our understanding of spaces of possibility. We will shed light on the concept theoretically by alternating literature where space is understood as a social and relational phenomenon at the same time as it is fluid (Mol & Law, 1994) and dynamic. With support in Schatzki (2010), we further argue that space should also be understood together with time, and that space implies questions of time. The theoretical explanation is illustrated with the help of examples. We link spaces of possibility – as a time space – both to the pedagogical space in teaching and the space for learning in teacher conversations