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dc.contributor.authorJohnston, David
dc.contributor.authorCarver, Mark
dc.contributor.authorFoy, Katrina
dc.contributor.authorMulligan, Aloyise
dc.contributor.authorShanks, Rachel
dc.date.accessioned2022-06-15T10:30:07Z
dc.date.available2022-06-15T10:30:07Z
dc.date.issued2022-05-30
dc.identifier280066526
dc.identifier3fbaca2e-d48b-49e0-99af-ff8abf941023
dc.identifier.citationJohnston , D , Carver , M , Foy , K , Mulligan , A & Shanks , R 2022 , ' Shifting selves and spaces : conceptualising school emergency remote teaching as a third space ' , Journal of Digital Social Research , vol. 4 , no. 2 , pp. 26-46 . https://doi.org/10.33621/jdsr.v4i2.109en
dc.identifier.otherBibtex: johnston2022shifting
dc.identifier.otherORCID: /0000-0003-4393-8915/work/114641120
dc.identifier.urihttps://hdl.handle.net/10023/25533
dc.descriptionThe British Educational Research Association provided COVID-19 small research project fundingfor one of the research studies.en
dc.description.abstractThe COVID-19 pandemic was the catalyst for unprecedented change within education systems around the world. Teaching and learning which had traditionally taken place in school classrooms suddenly moved online. Teachers’ responses to the emergency changed not just pedagogy but who was teaching as well as when and where teaching took place. Bhabha’s ‘third space’ (1994) provides a way of re-imagining the new spaces (both physical and virtual) which were created in response to the pandemic. We report on data from two research studies in Scotland conducted in the 2020-21 academic year covering two lockdown (stay at home) periods: one comprising interviews with nine educators in Scotland; the other study using two rounds of focus groups with eleven early career teachers. Our research thus enquires into the lockdown practices of a range of teachers and managers across different local authorities in Scotland, exploring how they engaged learners using digital technologies during two national lockdowns. Across both studies, digital technology played a key role in how this third space was mediated and the findings show participants’ emotional highs and lows of working within this new space. It also shows teachers’ changing perceptions of children and families and how power relations evolved over the lockdown periods. Technology facilitated the emergency response, but questions remain as to what the legacy of this forced shift will be. This paper points to the importance of two-way communication between home and school and how third spaces using digital technologies could bring home and school funds of knowledge closer together.
dc.format.extent21
dc.format.extent478131
dc.language.isoeng
dc.relation.ispartofJournal of Digital Social Researchen
dc.subjectDigital third spaceen
dc.subjectHome/school linksen
dc.subjectEmergency remote teachingen
dc.subjectPandemic pedagogiesen
dc.subjectThe third selfen
dc.subjectCOVID-19en
dc.subjectLB Theory and practice of educationen
dc.subjectNISen
dc.subjectNCADen
dc.subject.lccLBen
dc.titleShifting selves and spaces : conceptualising school emergency remote teaching as a third spaceen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. International Education Instituteen
dc.identifier.doihttps://doi.org/10.33621/jdsr.v4i2.109
dc.description.statusPeer revieweden


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