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Sociomaterial explorations of attendance practices in ‘schooling without schools’
Umeå University, Faculty of Social Sciences, Department of Education. Faculty of Education and Business Studies, University of Gävle, Gävle, Sweden.ORCID iD: 0000-0002-5079-3067
2022 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 47, no 4, p. 512-523Article in journal (Refereed) Published
Abstract [en]

Mass school closures and restricted mobility during the Covid-19 pandemic have intensified matters of technology, teaching, and participation in schools. In response to this situation, this paper examines how attendance practices work during school closure and screen-saturated pandemic isolation at a Swedish upper secondary school. The aim is to empirically and theoretically explore school closure attendance by focusing on the sets of strategies and enactments that make school ‘attendable’ when being ‘in the right place at the right time’ becomes ambiguous. A relational materialist methodology is deployed with online interviews with six teachers during the first pandemic wave in 2020. The analysis traces empirical events that enact different school closure attendance devices: the video roll call, attendance performance, and ‘click like’ in the Microsoft Team-feed. The article highlights how attendance monitoring shifts and how attendance acts upon teaching, and vice versa.

Place, publisher, year, edition, pages
Routledge, 2022. Vol. 47, no 4, p. 512-523
Keywords [en]
educational platforms, pandemic pedagogies, School attendance, secondary education, socio-material approach
National Category
Pedagogy
Research subject
education
Identifiers
URN: urn:nbn:se:umu:diva-192889DOI: 10.1080/17439884.2022.2039939ISI: 000753803100001Scopus ID: 2-s2.0-85125152426OAI: oai:DiVA.org:umu-192889DiVA, id: diva2:1642836
Available from: 2022-03-08 Created: 2022-03-08 Last updated: 2024-05-21Bibliographically approved
In thesis
1. Maintaining teaching: exploring te(a)ch-abilities with actor-network theory
Open this publication in new window or tab >>Maintaining teaching: exploring te(a)ch-abilities with actor-network theory
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Att ta hand om undervisning : en aktörnätverksstudie av digital teknik i pandemins skolvardag
Abstract [en]

The thesis investigates everyday teaching with digital technology during the Covid-19 pandemic in 2020 and 2021. The pandemic was one of the world’s largest disruptions to everyday education with both health and education at stake. With the pandemic control measures affecting upper secondary education in Sweden, gathering in the classroom cannot be taken for granted and digital technologies accelerated and intensified everyday practices. The aim is to explore the relation of teaching and digital technology. How can we understand the ways in which digital technology and teaching become jointly experimented with to cope with pandemic uncertainty?

With an Actor-Network theory (ANT) approach, the thesis puts emphasis on how everyday teaching holds together at the pandemic intersection of routine and breakdown. The everyday teaching practices during the pandemic is an empirical focal point for inquiry into how they become enacted and, secondly, what the implications are for knowledge production when examining this novel educational practice with ANT’s relational materialism. To answer these questions, ethnographic methods are used with an upper secondary school in Sweden from May 2020 to June 2021. The fieldwork consists of empirical engagements in school visits, interviews, and online observations. In line with recent ANT scholarship, the methodological approach is articulated as a care-ful methodology. It implies tracing vulnerable and stable relations that enact sociomaterial practice and acknowledging cuts and becoming.

The results show how a manifold of more-than-digital practices enact everyday teaching. The included studies in the thesis examine attendability and mundane rituals, lesson enactments of scheduling practices, and digital platforms that co-produce specific practices while obscuring others. Teaching in the pandemic challenges taken-for-granted notions of a rapid transition to distance and online teaching. By surfacing neglected aspects of everyday teaching with digital technology the thesis discusses how ‘digitalisation of teaching’ erases the local work of everyday teaching as an equipped practice. In conclusion, the proposal is made that maintaining teaching takes into account the materiality, abilities, care, and vulnerabilities that enact everyday teaching.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2024. p. 107
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 135
Keywords
teaching, Covid-19, digital technology, ethnography, digital platforms, upper secondary education, attendance, maintenance, actor-network theory, care, science and technology studies
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-224628 (URN)978-91-8070-415-1 (ISBN)978-91-8070-414-4 (ISBN)
Public defence
2024-06-14, Stora Jadwiga, Gävle, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2024-05-24 Created: 2024-05-21 Last updated: 2024-05-23Bibliographically approved

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Mörtsell, Sara

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
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  • Other style
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  • de-DE
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Output format
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