The purpose of this study is to explore interstitial spaces in higher music education. Interstitial spaces are small-scale settings where individuals interact around common activities. Drawing from the learning experiences of three students, the disparate feelings that students have within the interstices are unpacked. Specifically, we lean on Michel Foucault’s notions of power and hierarchy as a way to explore the dynamics in the teaching and learning relationships between students, and how the power that institutional structures might wield could shape the pocket conversations taking place. In the context of higher music education, we explore the ways that such spaces offer special moments where students see themselves in new ways. We explore how Mezirow’s theory of transformative learning might latch on to the potential that these interstitial spaces offer. We argue that potentials for transformative learning encounters described by the three students seem to be situated within interstitial spaces. The article considers what it means to be in the peripheral locations of student learning and contributes to the need to revisit interstices as an important location to understand how knowledge and creative interactions can be made in higher music education.

本研究的目的是探索高等音乐教育中的间隙空间。间隙空间是个人围绕共同活动进行互动的小规模环境。从三位学生的学习经历中，解开学生在空隙中的不同感受。具体来说，我们依靠米歇尔·福柯的权力和等级观念作为探索学生之间教与学关系动态的一种方式，以及制度结构可能行使的权力如何影响正在发生的袖珍对话。在高等音乐教育的背景下，我们探索这些空间如何提供特殊时刻，让学生以新的方式看待自己。我们探讨了 Mezirow 的变革性学习理论如何抓住这些间隙空间提供的潜力。我们认为，这三个学生所描述的变革性学习遭遇的潜力似乎位于间隙空间内。这篇文章考虑了在学生学习的外围位置意味着什么，并有助于重新审视间隙作为了解如何在高等教育音乐教育中进行知识和创造性互动的重要位置的必要性。