The 'messy' online classroom during COVID-19: students opening up a liminal space between being controlled and exercising agency

Article Education & Educational Research

Academic, interrupted: exploring learning, labour and identity at the outbreak of the COVID-19 pandemic

George Variyan et al.

Summary: This paper investigates the learning and labor conditions of academics during the initial phase of the COVID-19 outbreak in 2020, using the theory of practice architectures to analyze the shifting work-home arrangements and renegotiation of relationships. The disruptions caused by COVID-19 have affected academics unequally, with their agency and relative privilege playing a significant role in shaping their responses. The changing practice arrangements at the outset of the pandemic have both enabled and constrained academics, while also rekindling forgotten imaginations.

STUDIES IN CONTINUING EDUCATION (2022)

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Article Education & Educational Research

Student agency in relation to space and educational discourse. The case of English online mother tongue instruction

Christina Hedman et al.

Summary: This study examines how students in Sweden created a new learning frame through their actions in a physical classroom despite prescribed online distance teaching. Collaborative agency among students upheld educational discourse and ground rules, facilitating expressions of identity and emotional space. Further exploration is needed on how schools can effectively utilize students' agency for language learning in various contexts.

ENGLISH IN EDUCATION (2022)

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Article Geography

School data walls: sociomaterial assemblages to aid children's literacy outcomes

Elaine Stratford et al.

Summary: Educators, parents, and policymakers recognize the importance of assessing children's literacy development, but there is often disagreement on the best methods to do so. School data walls have become contentious sites that can either focus solely on quantitative data for accountability purposes or incorporate qualitative data and formative assessment to support professional learning and children's outcomes. Overall, data walls can foster integrative approaches to literacy assessment, but ongoing attention is necessary to understand their sociomaterial effects.

CHILDRENS GEOGRAPHIES (2022)

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Article Geography

(Cyber)Bullying in schools - when bullying stretches across cON/FFlating spaces

Tabea Bork-Hueffer et al.

Summary: Research needs to explore the interdependences and intersections of bullying in online and offline spaces, combining digital geographers' works on relationalities between digital and offline spaces with interdisciplinary work on cyberbullying and traditional bullying. Allowing young people to speak through their own voices can help deepen our understanding of the characteristics and spaces of bullying in the digital era.

CHILDRENS GEOGRAPHIES (2021)

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Article Geography

'I'm big, you're small. I'm right, you're wrong': the multiple P/politics of 'being young' in new Sustainable Communities

Sophie Hadfield-Hill et al.

Summary: This paper explores the politics of young people in new Sustainable Communities in the UK, highlighting constraints imposed by rules and regulations, while also emphasizing the significance of their everyday politics.

SOCIAL & CULTURAL GEOGRAPHY (2021)

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Article Education & Educational Research